Pathological demand avoidance in students is one of the more misunderstood profiles that school-based professionals encounter. Students who experience this profile may appear defiant, unpredictable, or emotionally volatile, but what looks like willful noncompliance is more accurately understood as an anxiety-driven, neurological response to perceived loss of control. For educators, occupational therapists, physical therapists, and […]
Demand avoidance in autistic students is one of the most challenging patterns school-based teams encounter. Students may refuse tasks, withdraw, shut down, or resist transitions in ways that are difficult to interpret without understanding the underlying factors driving these responses. When a child also identifies with a Pathological Demand Avoidance (PDA) profile, the picture can […]
Understanding sensory processing and learning is important for educators supporting student participation and academics. Recent research examined whether specific sensory modalities, particularly auditory processing, are associated with reading and mathematics performance in autistic students, students with ADHD, and neurotypical students. These findings offer school-based professionals insight into how environmental factors and individual sensory differences may […]
Chewing on shirt collars, biting pencils, humming during lessons, or constantly mouthing objects are behaviors that often raise concern in classrooms and at home. These oral stimming actions are sometimes labeled as habits to break or behaviors to stop. However, research across neuroscience, psychology, and developmental science suggests a different interpretation. For many students, oral […]
Stimming is a natural and meaningful way many children regulate their bodies, emotions, attention, and social experiences. Although stimming is often discussed in relation to autism, it is not unique to autistic children. All humans engage in repetitive actions such as tapping a foot, doodling, pacing, or humming. For many neurodivergent children, stimming is more […]
Understanding how students with autism process visual information can help teachers and pediatric therapists better support learning and participation. A recent research article published in the Journal of Autism and Developmental Disorders (Huang et al., 2025) explored how visual processing and autism are connected, specifically how autistic individuals handle local details versus the overall big […]
Many children with autism experience stomach and digestion challenges that can affect their daily lives. A new study shows these gastrointestinal (GI) issues are not only more common in autism, but they often last through childhood and connect to sleep, behavior, and learning. Understanding the link between autism and the gut can help parents, educators, […]
When we think about learning and behavior, executive function skills often come to mind: planning, organizing, shifting between tasks, and controlling impulses. These are the skills that help students manage the process of learning. Central coherence is different, but equally important. It’s the ability to take in many pieces of information, connect them, and see […]
A new twin study published in Translational Psychiatry offers fresh insight into a longstanding question: why do some individuals with autism experience intense sensory sensitivities while others do not? The findings suggest that a trait called alexithymia, which is a difficulty identifying and describing one’s own emotions, may share genetic links with sensory traits often […]
Sensory processing differences, including sensory seeking behaviors, are a core feature of autism spectrum disorder. Many autistic individuals actively seek out sensory input such as movement, textures, sounds, or visual patterns to regulate their experience of the world. While these behaviors can provide self-regulation and comfort, recent research suggests they may also impact cognitive functions, […]