ADHD and ASD in Children: Symptoms, Diagnosis and Therapy

Do you suspect your child might have ADHD or ASD? As a child psychologist I explain the differences, key signs and how timely assessment changes their life.

Do you suspect your child might have ADHD or ASD? I explain the differences, key signs and how timely assessment changes their life.

"At school they tell me he can't sit still, it's like he has an internal motor and he never finishes his tasks."

"My child gets extremely frustrated if we change plans, is bothered by loud noises and struggles to understand other children's jokes."

When a teacher or paediatrician first says the letters **ADHD** (Attention Deficit Hyperactivity Disorder) or **ASD** (Autism Spectrum Disorder), it's normal for the world to stop for a second for parents. The word "disorder" is scary. Immediately come the fear of stigma, worry about their academic future, and the question of whether we've done something wrong at home.

As a psychologist specialising in neurodevelopment in Valencia, my first goal in the consulting room is to change that perspective: **ADHD and ASD are not diseases to "cure" — they are neurodivergences.** That is, your child's brain is simply "wired" differently from the majority (what we call the neurotypical brain). They perceive, feel and process the world with different rules.

In this guide, we'll shed light on the differences between both profiles, the warning signs to watch for, and why timely diagnosis is the greatest gift you can give their self-esteem.

ADHD: Much More Than "Not Sitting Still"

Historically, we've been sold the image of the ADHD child as "the naughty kid who climbs the walls and disrupts class." This view is profoundly unfair and incomplete.

ADHD is a neurodevelopmental condition related to how the brain manages dopamine (the neurotransmitter of motivation and reward) and the functioning of the frontal lobe (the "orchestra conductor" that helps us plan, wait our turn and control impulses).

There are **three main presentations** of ADHD, and not all include physical hyperactivity:

**Inattentive Presentation (The Great Forgotten, Especially in Girls):** These are children who don't cause trouble in class. They seem to be "in the clouds" or daydreaming. They constantly lose school materials, forget to write down homework, get distracted by a fly and find it incredibly hard to start a boring task.

**Hyperactive/Impulsive Presentation:** This is the most visible profile. They act before thinking. They constantly interrupt conversations, can't wait their turn in games, get up from their chair in class and seem to have "an internal motor." They often have many accidents because they don't gauge danger.

**Combined Presentation:** They show symptoms of both inattention and hyperactivity/impulsivity.

(Note: Children with ADHD suffer enormously from constant telling-off. This often leads to serious [emotional regulation](/servicios/regulacion-emocional-autoestima) problems, [tantrums](/blog/rabietas-ninos-cuando-preocuparse) and severely damaged self-esteem from feeling like "the bad ones" in class).

ASD (Autism Spectrum Disorder): A World of Intense Processing

Autism is called a "Spectrum" precisely because no two children with ASD are the same. While terms like "Asperger's Syndrome" or "Mild Autism" were used in the past, today we understand it as a continuum of characteristics that mainly affect two areas: **social communication** and **behavioural flexibility.**

Warning Signs of ASD in Childhood

**1. Challenges in Communication and Social Interaction:**

- They struggle to maintain natural eye contact.

- Have difficulty understanding non-verbal language (sarcasm, irony, double meanings, facial expressions). For them, language tends to be very literal.

- They want to make friends but often don't know how to approach others, sometimes coming across as blunt or "inappropriate" without meaning to.

**2. Cognitive Rigidity and Deep Interests:**

- They need very structured routines. A last-minute change of plans (like grandma picking them up instead of dad today) can trigger a crisis of extreme [anxiety](/blog/ansiedad-infantil-senales-sintomas).

- They have "absorbing interests" or temporary obsessions (they know absolutely everything about dinosaurs, trains, a specific video game or space) and find it hard to talk about other topics.

- They have repetitive behaviours (hand flapping, rocking) that they use to calm down when overstimulated.

**3. Hypersensitivity or Hyposensitivity:**

This is a fundamental trait. The ASD brain processes sensory information at a different volume.

- **Hypersensitivity:** Clothing labels "burn" them, certain sounds (like hand dryers, sirens or the noise of the playground) are unbearable and physically painful, or they refuse to eat foods because of texture.

- **Hyposensitivity:** They seek strong stimuli (they like to be hugged very tightly, to crash into things or spin around).

(It's important to highlight that many children with ASD or ADHD also present a profile of [Giftedness](/servicios/altas-capacidades), what we call "Twice Exceptionality", which sometimes masks symptoms and delays diagnosis).

Diagnosis: Why Well-Placed "Labels" Save Lives

Many parents reject the idea of assessing their children for fear that a label will mark them forever.

My professional view is completely the opposite: **your child already has a label — it's just the wrong one.** In the playground, they're already being called "the weirdo", "the lazy one", "the annoying one" or "the rude one."

A clinical diagnosis, carried out through a thorough [Psychological Assessment](/servicios/evaluaciones-psicologicas), is not a sentence — it's an instruction manual. It tells the child: *"You're not stupid, or bad, or broken. You have ADHD/ASD, and that means your brain works this way. Now that we know, we're going to learn how to manage it."*

An official diagnosis (with its corresponding psycho-educational report) allows:

- Adapting the school environment (giving more exam time, seating near the teacher, not penalising spelling).

- Protecting their self-esteem.

- Helping parents understand which battles to fight and which to let go.

How We Work on ADHD and ASD at Gen Psychology

At our practice in Valencia, addressing neurodivergence is our fundamental pillar. We know there are no "one-size-fits-all" solutions.

**Initial Assessment (The Map):** Through internationally standardised tests, clinical interviews and observation, we trace your child's exact profile to confirm or rule out ADHD, ASD or other [learning difficulties](/servicios/dificultades-aprendizaje).

Sources