Neurodiversity-Affirming Psychological Assessment: What It Is and Why It Matters

What Does Neurodiversity Mean?

Neurodiversity is a relatively new term, coined by sociologist Judy Singer in the late 1990s, to highlight that some neurological differences are best seen as natural variations of human cognition, not problems to be cured (Singer, 1998). Just as we recognize diversity in race, gender, or sexuality, neurodiversity reminds us that differences in how brains experience the world are a normal part of being human.

In practical terms, neurodiversity usually refers to lifelong neurodevelopmental differences such as autism, ADHD, dyslexia, dyscalculia, and sometimes intellectual disability or Tourette’s syndrome. There is ongoing discussion in the field about where neurodiverse presentations end and other types of mental health conditions begin, and how best to understand the overlap between them. The boundaries aren’t always clear, and our understanding continues to evolve as research and lived experience shape the conversation.

Of course, when terms are used too broadly or without context, they can start to lose their meaning. As psychologist Ed Perin joked, phrases like “trauma-informed therapy” can start to sound as generic as “tooth-informed dentistry.” The same confusion can happen with “neurodiversity-affirming” assessment. This post aims to bring some clarity by describing what neurodiversity-affirming assessment actually means, how it differs from traditional practices, and what you can expect from the assessment process.

Why Does Neurodiversity Matter for Assessment?

A neurodiversity-affirming approach means we don’t automatically view differences in thinking or learning as flaws. Instead, it recognizes that while most people experience the world in “neurotypical” ways, some do not—and that’s perfectly okay. Rather than focusing solely on changing what’s “between the ears,” this perspective considers how environments can be adapted to better fit neurodiverse brains.

While traditional models of psychological assessment have often focused on identifying deficits and gathering information to change individuals so they fit more easily into existing environments, there’s a growing recognition that we can—and should—think bigger. As B.F. Skinner, a pioneer in the science of behavior, reminded us, “Any science of behavior is, at bottom, a philosophy of human possibility. It must consider the possibility of a better world.”

Neurodiversity-affirming assessment takes that idea to heart, shifting the focus from changing people to reimagining environments where every mind can thrive.

This marks a shift from the traditional medical model, which tends to locate problems within the individual and focus primarily on reducing symptoms. Neurodiversity-affirming assessment broadens the conversation, exploring where and when a person thrives, what situations are most challenging and why, and how settings—whether at home, school, work, or in relationships—can be adjusted to support each unique mind. It also considers how to help build skills and strategies that encourage both authenticity and adaptation.

As Wright (2022) describes, many struggles are less about “deficits” and more about a mismatch between a person’s brain and their environment.

How Is Neurodiversity-Affirming Assessment Different?

A neurodiversity-affirming assessment looks and feels quite different from the traditional information gathering model of psychological assessment and incorporates elements of collaborative/therapeutic assessment models. Rather than a one-way process focused on deficits and diagnoses, it’s built on partnership, curiosity, and respect for lived experience. Here are some of the key ways that neurodiversity-affirming psychological assessment stands apart from traditional assessment models:

Collaboration and Partnership
Neurodiversity-affirming assessment is built on partnership. Psychologists contribute expertise in psychological testing—including comprehensive psychological and neuropsychological testing—while clients and families bring expertise on their own experiences. The process involves co-creating the questions that matter most, focusing on what the client wants to understand, not just what the tests measure.

Psychologist Filippo Aschieri (2012) described this as a process of blending narratives from both the client, who ‘writes with personal meaning,’ and the psychologist, who ‘writes with numbers,’ to collaboratively ‘write stories with four hands.’

Stephen Finn expands on this idea, describing psychological tests as powerful “empathy magnifiers”—tools that allow us to better understand and appreciate the lived experiences of others. In this way, testing becomes more than a diagnostic step; it helps individuals and families begin to reframe their self-narratives with greater compassion, insight, and agency.

Context Matters
Rather than viewing challenges in isolation, neurodiversity-affirming assessment takes a deliberate, context-driven approach, as described by Wright (2022). This means we look closely at the environments and situations in which a person lives, learns, works, and connects—recognizing that strengths and struggles often emerge in response to specific contexts, not in a vacuum. The assessment process explores where someone feels energized and authentic, where they encounter barriers, and what kinds of spaces or relationships help them thrive versus those that create stress or overwhelm.

For example, an ADHD brain may find long lectures draining but thrive in short bursts of hands-on learning (Wright, n.d.). An autistic person may be overwhelmed by open office environments but excel in focused, quiet work. Deliberate context-driven assessment asks not just “What are the challenges?” but “When and where do these challenges arise?” and “What patterns can we see when environments are adjusted to better fit the individual’s neurotype?”

Strengths and Challenges: Two Sides of the Coin
This approach highlights both strengths and difficulties, viewing them as interconnected rather than opposing forces. For example, a child who is easily distracted may also be remarkably observant, able to spot details others overlook, or become deeply absorbed in a favorite interest. Sensory overwhelm might accompany heightened sensitivity or unique abilities, such as perfect pitch.

When it comes to ADHD, traditional environments—like classrooms that rely on extended focus and quiet, independent work—can be particularly difficult. Challenges with attention, impulse control, organization, and emotion regulation often arise in these settings (Wright, n.d.; Climie & Mastoras, 2015). Yet, a neurodiversity-affirming approach recognizes that these difficulties are often context-dependent. The same ADHD brain that struggles with long lectures may thrive when learning happens in short bursts, through hands-on projects, collaboration, or creative expression. Research shows that ADHD is frequently associated with energetic exuberance, adventurousness, creative and divergent thinking, and the ability to hyperfocus on areas of passion. Many individuals with ADHD also demonstrate remarkable resilience, bouncing back from setbacks and adapting in the face of adversity (Sedgwick et al., 2019; Chan et al., 2022).

By identifying both the obstacles and the unique strengths each person brings, neurodiversity-affirming assessment offers practical, individualized recommendations—not just for building skills, but for creating environments where people truly flourish.

Language Matters
Language plays a powerful role in shaping how we understand ourselves and each other. In neurodiversity-affirming assessment, careful attention is given to words and phrasing—not only in conversation, but also in written reports and recommendations. Rather than relying narrowly on clinical labels or deficit-focused descriptions, this approach uses language that respects and dignifies each individual’s experience. For example, many people in the neurodivergent community prefer identity-first language, such as “autistic person,” which can reflect pride and belonging, rather than “person with autism,” which some feel separates them from an integral part of who they are (Wright, n.d.).

Importantly, neurodiversity-affirming assessors don’t assume one preference fits all. Reports emphasize lived experience, personal strengths, and individual traits—not just symptoms or challenges—so that the language itself supports a sense of agency and self-worth. In this way, assessment becomes not only a tool for understanding, but also a means of affirming identity and fostering respect. As described by Constance Fischer, the assessment process can help individuals take the first step toward crafting more accurate and compassionate self-narratives—stories about themselves that honor both their challenges and their unique capacities. This shift in narrative can be transformative, opening the door to greater self-acceptance and growth.

Concrete, Practical Recommendations
Feedback from neurodiversity-affirming assessment is designed to be understandable and actionable. Recommendations are tailored to the individual’s real-life contexts—offering specific strategies to reduce stress and burnout, improve relationships, and foster success in environments that fit their brain. This might include ideas for modifying workspaces or classrooms, building on personal strengths, or developing routines that support well-being. The ultimate goal is to provide meaningful tools and insights that empower individuals and families to make positive, sustainable changes in daily life.

Real-World Scenarios

To see how neurodiversity-affirming assessment works in practice, consider how it can reshape the experience for people like Sam, Jamie, and Alex.

Take Sam, a 15-year-old referred for autism assessment. In a traditional model, Sam might complete a battery of tests and receive a report listing impairments and stating whether he “meets criteria” for autism. He and his family may come away from the experience with a list of problems and areas of difficulty, feeling as though Sam was defined largely by what he can’t do. This can feel discouraging and limiting.

In contrast, a neurodiversity-affirming approach invites Sam and his family to share their experiences. Sam feels drained at school but comes alive at home when coding or drawing. He struggles with group work but has deep friendships online. Importantly, the assessment doesn’t simply look at a list of challenges—it also explores Sam’s passions and talents, helping his family understand why certain environments are exhausting and how to create more spaces where he can thrive.

This broader perspective is just as important for Jamie, age 7, who has ADHD. Jamie finds it hard to sit still and focus during long lessons, but she’s bursting with energy, creative ideas, and can hyperfocus on building elaborate structures with her blocks. Rather than simply recommending behavior charts or medication, a neurodiversity-affirming assessment encourages her teachers and parents to create learning environments with more movement, shorter tasks, and opportunities for Jamie to shine—recognizing her cognitive dynamism and creativity as strengths.

The same principle applies to adults like Alex, who has dyslexia. Alex struggles with rote memorization and written tests, but excels at finding hidden connections between ideas and telling compelling stories. Instead of focusing solely on improving his weaknesses, the assessment highlights how Alex’s workplace can better utilize his strengths in narrative reasoning and problem-solving, supporting him in roles where these abilities matter most.

In each case, neurodiversity-affirming assessment moves beyond labels and deficits, offering practical recommendations that help individuals flourish in environments that fit their brains. The ultimate aim is to help clients navigate life with less struggle and more joy, honoring both their individuality and potential for growth.

For Referring Clinicians: Assessment as a Collaborative Tool

The connection you have with your client is the foundation for their growth and healing. If you’re considering referring a client for autism, ADHD, or learning difference assessment, you may have some reservations—perhaps you’ve seen psychological testing that feels cold or impersonal, focused only on collecting data, or reducing a person to a set of scores with little room for their story or strengths. These are valid concerns, and they reflect real experiences that many clinicians and clients have had with traditional assessment models.

Neurodiversity-affirming assessment is designed to be different. Rather than viewing assessment as a separate, one-off event, this approach invites clinicians into a shared process of discovery. The goal is not just diagnosis, but genuine understanding and growth. Your insights, questions, and ongoing perspective help ensure the assessment is relevant and responsive to your client’s unique goals. The process is built on partnership, respect, and a focus on lived experience—not just test results.

Collaboration can take many forms—from shaping referral questions, to sharing observations, to integrating assessment findings into therapy, school planning, or everyday life. Reports are written for real people, not just professionals, with clear language and practical recommendations that you and your client can use together.

Assessment helps refine and extend the map for your client’s journey, but the clinician-client relationship remains the essential harbor—anchoring the process and guiding next steps. In this way, neurodiversity-affirming assessment serves as a resource for deeper understanding, ongoing care, and truly meaningful support.

Neurodiversity-Affirming Psychological Assessment in Central Indiana

Our practice offers neurodiversity-affirming psychological testing and assessment for children, teens, and adults with questions related to autism, ADHD, and learning differences across Carmel, Indiana, and surrounding areas—including Fishers, Westfield, Noblesville, Zionsville, and the north side of Indianapolis. Whether you’re a parent seeking support for your child, a teen curious about your experiences, or an adult with questions about your own neurodiversity or learning profile, we’d be glad to work alongside you.

If you’d like to learn more or schedule a consultation, contact us today.

References

Angoff, L. (2024). 2 Sides of the Coin – Neurodiversity-Affirming Reframes. www.ExplainingBrains.com

Aschieri, F. (2012). Epistemological and ethical challenges in standardized testing and collaborative assessment. Journal of Humanistic Psychology, 52(3), 350-368.

Chan, E. S. M., Groves, N. B., Marsh, C. L., Miller, C. E., Richmond, K. P., & Kofler, M. J. (2022). Are There Resilient Children with ADHD? Journal of Attention Disorders, 26(5), 643–655. https://doi.org/10.1177/10870547211025629

Climie, E. A., & Mastoras, S. M. (2015). ADHD in schools: Adopting a strengths-based perspective. Canadian Psychology / Psychologie canadienne, 56(3), 295–300. https://doi.org/10.1037/cap0000030

Kannangara, C., Carson, J., Puttaraju, S., & Allen, R. (2018). Not all those who wander are lost: Examining the character strengths of dyslexia. Global Journal of Intellectual & Developmental Disabilities, 4(5). https://doi.org/10.19080/GJIDD.2018.04.555648

Meilleur, A.-A., Jelenic, P., & Mottron, L. (2015). Prevalence of clinically and empirically defined talents and strengths in autism. Journal of Autism and Developmental Disorders, 45(6), 1354–1367. https://doi.org/10.1007/s10803-014-2296-2

Milton, D. E. (2012). On the ontological status of autism: The ‘double empathy problem’. Disability & Society, 27(6), 883–887.

Sedgwick, J. A., Merwood, A., & Asherson, P. (2019). The positive aspects of attention deficit hyperactivity disorder: A qualitative investigation of successful adults with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 11, 241–253.

Singer, J. (1998). Odd people in: The birth of community amongst people on the autistic spectrum: A personal exploration of a new social movement based on neurological diversity. Honours Thesis, University of Technology Sydney.

Woods, S. E. O., Brook, A., & Angoff, L. (2025). Principles of Neurodiversity-Affirming Collaborative Assessment. Neurodiversity, 3. https://doi.org/10.1177/27546330251342069 (Original work published 2025)

Wright, A. J. (n.d.). Neurodiversity and neuro-affirming care [White paper]. Parallel Learning.

Wright, A. J. (2022). Deliberate context-driven conceptualization in psychological assessment. Journal of Personality Assessment, 104(5), 700–709.