Neurodiversity
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Experience-Sensitive Approach to Neurodivergence
Clinical environments are often organised around neurotypical/general population expectations of communication, attention, pacing, and sensory tolerance. For neurodivergent people, including autistic individuals, people with ADHD, these expectations can increase distress, reduce engagement, and shape how behaviour is interpreted by clinicians.
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Meet the Expert – ARFID in Autistic Young People, with Dr. Rachel Bryant-Waugh
On 22 June 2026, ACAMH will host ARFID in Autistic Young People: Assessment, Overlap and Practical Clinical Management. We caught up with one of the presenters – Dr. Rachel Bryant-Waugh, an eating disorders clinician and researcher based at the Maudsley Hospital and King’s College London – about the topic itself, her career, and her hopes for the event.
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Maltreatment, Trauma-Related Disorders, and Their Interplay with Neurodivergence
Prof Helen Minnis leads a session about the trauma and stressor related disorders of childhood, known as Reactive Attachment Disorder (RAD) and Disinhibited Social Engagement Disorder (DSED). These are disorders thought to be ‘caused’ by maltreatment (abuse and neglect). We aim to raise your awareness about RAD & DSED and to enable you with the skills to recognise associated behaviours in children and young people who you work.
- Event type
- Advanced session
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Meet the expert: Dr. Ashley Liew on Intellectual Disabilities
We spoke to Dr. Ashley Liew, Consultant Paediatric Neuropsychiatrist at South London and Maudsley NHS Foundation Trust and Vice-Chair of CAIDPN – about Intellectual Disabilities, and an upcoming CAIDPN conference.
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ARFID in Autistic Young People: Assessment, Overlap and Practical Clinical Management
Dr. Rachel Bryant-Waugh leads this advanced three-hour online event brings together leading experts to explore assessment, differential diagnosis, and formulation in this high-risk clinical group.
- Event type
- Update session
- Location
- LIVE STREAM
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What Is Autism Now?
Autism was first described as a clinical condition in the mid-twentieth century and was long considered of low prevalence. Since the 1990s, autism prevalence has increased substantially, particularly in high-income countries. This rise has prompted public and professional debate, including concerns of over-diagnosis and suggestions of an “autism epidemic.” Current research and conceptual analysis suggest that these interpretations are not supported by the available evidence. Instead, changes in diagnostic practices, alongside shifts in social, educational, and economic environments, have reshaped how autism is recognised and understood.
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ADHD in the Classroom: Accommodations and Behavioural Supports
Erin Schoenfelder Gonzalez will explore evidence-informed classroom accommodations and behavioural strategies that improve attention, engagement and self-regulation. Designed for clinicians and teachers, this event offers practical tools to strengthen collaboration and improve outcomes for students with ADHD.
- Event type
- Update session
- Location
- LIVE STREAM
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From Research to Practice: Advancing Early Intervention, Treatments and Services for Children and Young People with Intellectual Disabilities. CAIDPN Annual Conference. Open to all.
This conference will present the latest research evidence and good practice examples in the delivery of early intervention approaches, supports and treatments, as well as health services for children and young people with intellectual disabilities. The conference aims to provide a reflective, evidence-based, and practical learning approach for multidisciplinary professionals interested in the health and care of children and young people with intellectual disabilities. Organised by Child & Adolescent Intellectual Disability Psychiatry Network (CAIDPN).
- Event type
- Day Conference
- Location
- London
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Meet the expert: Practical techniques for managing social anxiety in everyday clinical work, with Dr. Eleanor Leigh
We caught up with Dr. Eleanor Leigh, Associate Professor and MRC Clinician Scientist Fellow at the University of Oxford, to talk about practical techniques for managing social anxiety in everyday clinical work.
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Beyond ACEs: When Trauma-Informed Care Misses Neurodivergent Children
Trauma-informed care often overlooks neurodivergence, leading to missed diagnoses and support, as in James’ story. Research shows trauma, neurodevelopmental conditions and adversity frequently co-occur, with “double jeopardy” when both are present. Services must move beyond silos to holistic, person-centred assessment that recognises each child’s unique “make and model.”. Blog by Professor Helen Minnis (pic) and Dr. Ruchika Gajwani.
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