Weekly Wednesday Webinar Series
Autism Acceptance in Action:
Real Tools for Real Life
Understanding AuDHD
1 Hour Session
(Optional purchase)
Introductory
Target Audience
What you'll gain...
Knowledge
Understanding
Tools
Course Information
Course References
Craddock, E. (2025). Navigating residual diagnostic categories: The lived experiences of women diagnosed with autism and ADHD in adulthood. Health an Interdisciplinary Journal for the Social Study of Health Illness and Medicine, 30(2). https://doi.org/10.1177/13634593251336163
Geannopoulos, Z. F., Moody, C. T., McGregor, H. A., Baertschi, D., Bates, S., & Laugeson, E. A. (2024). Outcomes in peers® for adolescents across neurodevelopmental disorders: Adhd, autism, and their co-occurrence. Advances in Neurodevelopmental Disorders, 13(837424). https://doi.org/10.1007/s41252-023-00380-z
Hendry, A., Bedford, R., Agyapong, M., Ali, J. B., Bazelmans, T., Ersoy, M., Goodwin, A., Mason, L., Narvekar, N., Pasco, G., Johnson, M. H., Jones, E., Charman, T., Dafner, L., Fish, L., Gliga, T., Haartsen, R., Halkola, H., Holman, R., & Kalwarowsky, S. (2025). Simple Executive Function as an endophenotype of autism-ADHD, and differing associations between simple versus complex Executive Functions and autism/ADHD traits. Scientific Reports, 15(1). https://doi.org/10.1038/s41598-025-87863-2
Hours, C., Recasens, C., & Baleyte, J.-M. (2022). ASD and ADHD comorbidity: What are we talking about? Frontiers in Psychiatry, 13(837424). https://doi.org/10.3389/fpsyt.2022.837424
APA Continuing Education Information
Course Outline
0:00 – 0:05 (5 min) — Introduction & Orientation
- Presenter introduction, credentials, disclosures
- Review of learning objectives
- Framing AuDHD as an interaction (not a combination)
0:05 – 0:15 (10 min) — What Makes AuDHD Different
- Brief overview of autism + ADHD interaction
- Why AuDHD is not simply additive
- Introduction to executive functioning in everyday terms
- Common lived-experience patterns
0:15 – 0:25 (10 min) — Breaking Down Executive Function
- Simple EF: Inhibition/ Working memory
- Complex EF: Task switching / Cognitive flexibility
- Developmental layering: simple → complex
0:25 – 0:40 (15 min) — The AuDHD “Push–Pull” Pattern
- ADHD-driven patterns: Urgency, novelty-seeking, inconsistent initiation
- Autism-driven patterns: Need for predictability, difficulty shifting, rigidity
- Interaction effects: Internal conflict (start vs. avoid, structure vs. overwhelm)
- Energy variability and burnout risk
0:40 – 0:50 (10 min) — What Actually Helps (and What Doesn’t)
- Why standard strategies often fail
- Effective supports
0:50 – 0:55 (5 min) — Neurodiversity-Affirming Framing
- Moving away from: “Lack of motivation” & “Noncompliance”
- Moving toward: Understanding competing needs,
Supporting environmental fit & Prioritizing sustainability
0:55 – 1:00 (5 min) — Summary & Closing
- Key takeaways:
- AuDHD = interaction, not addition
- EF differences are layered and dynamic
- Support must address both systems simultaneously
- Final reflection
Maleita Olson, LCSW, NADD-CC
Maleita Olson, LCSW, is a co-founder and former executive director of Spectra Support Services, LLC. She is a licensed clinical social worker in PA. During Maleita’s 30 plus year career, she has worked for in community-based, institutional, government and medical settings, with a primary focus on serving individuals with developmental disabilities and their families.
Timothy Olson, BS
Timothy Olson is an autistic adult, neurodiverse public speaker, and advocate focused on mental health awareness and the recognition of neurodiversity. Diagnosed with Asperger Syndrome at age five, he received support throughout his schooling for his giftedness, autism, and ADHD, and went on to earn a degree in Physics from Elon University.
Since 2019, Tim has represented autism advocates on panels at his university and at local conferences, including Next Steps Into Adulthood hosted by the Center for Autism Research at Children’s Hospital of Philadelphia. He currently works as a peer mentor supporting young adults with Autism and/or intellectual disabilities with significant support needs, blending lived experience with professional insight from his work as a Direct Support Professional.
In addition to his advocacy, Tim is an emerging environmental professional with a focus on sustainability and reducing carbon footprints. He is passionate about public transportation and the environment, and enjoys cycling, music, and performing as a member of a local acapella group in the greater Philadelphia area.