Frequently Asked Questions

Autism spectrum disorder (ASD) is a developmental disorder. According to the DSM-5-TR, we will see in a person with ASD, either by history or at present:

A) Deficits in Social Communication and Social Interaction

B) Restricted and Repetitive Patterns of Behavior, Interests, Activities

Symptoms must have been present in the early developmental period and must cause clinically significant impairment in important areas of functioning.

The DSM-5-TR has replaced “high-” and “low-functioning autism” with three levels of support needs: 1. Requiring Support, 2. Requiring Substantial Support, and 3. Requiring Very Substantial Support.

If this is too much information, just focus on the first two paragraphs and skip to other questions.

ASD is a developmental disorder, which means its characteristics originate in childhood. Like everybody else, autistic people change throughout their lifespan, meaning that some symptoms might not be as apparent as autistic people mature. Also, many spontaneously compensate or hide their challenges through masking of camouflaging, which can contribute to chronic exhaustion and distress.

Some difficulties arise because autism has been historically been poorly understood. Some suffering stems from the fact that the enlightenment ideals of learning and progress have not been applied to autism…yet. In other words, there is still considerable ignorance regarding ASD. Autistic people need to be supported in their development while neurotypical people are called upon to develop and become empathetic as well.

 According to DSM-5-TR:

A) “Deficits in Social Communication and Social Interaction”, all 3 criteria below must be met, by history or at present:

One: Deficits in social-emotional reciprocity: This criterion refers to difficulties in social interaction. The flow is interrupted. The person might not initiate or respond to social interactions appropriately.

 Two: Deficits in nonverbal communication: This criterion refers to difficulties in understanding and using nonverbal communication, such as differences in eye contact, inappropriate or not integrated nonverbal behavior).

 Three: Deficits in developing and maintaining relationships: This criterion refers to making and having friends. Many autistic persons say they have friends. Yet, few have  “real” friends who they see in person and know personally.

B, “Restricted and Repetitive Patterns”, only 2 of the 4 criteria below must be met, by history or at present:

One: Repetitive movements, use of objects, or stereotyped speech: This criterion refers to repetitive behaviors or speech patterns, such as repetitive thoughts, words, phrases, hand and finger movements. An autistic person might have a particularly formal or ”inventive” language.

Two: Insistence on sameness: This criterion refers to a resistance to change or a need for routines. An autistic person might collect items, get upset when rules are not applied, and/or appear rigid and opinionated.

Three: Highly restricted interests: This criterion refers to a narrow range of interests. An autistic individual may have strong interests in particular topics and may talk about them constantly. Incessant reading, drawing, texting, watching video games might be examples.

Four: Hyper- or hypo-reactivity to sensory input: This criterion refers to unusual reactions to sensory input. For example, an individual with autism may be sensitive to certain sounds or textures. They might also seek out certain sensations (i.e., “stimming”).

“Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one "right" way of thinking, learning, and behaving, and differences are not viewed as deficits” (Harvard Health).

Neurodiversity refers to the diversity of all people. Australian sociologist Judy Singer coined the term neurodiversity to promote equality and inclusion of "neurological minorities.”

We use “neurodiversity” frequently for developmental disorders, such as ADHD and ASD.

This might be the best question we can ask, and it is a hotly debated one, too. There is so much good that comes with autism, Dr. Andrea F. Polard wrote a whole blog article about this topic under “Insights into Autism” (see Footer of website).

One thing is not up for debate: it is essential for one’s happiness to discover the good in oneself, take pride in the strengths that come with autism, and realize at least a part of one’s purpose on this planet.

We often take quantum leaps toward independence when we discover this highly individualistic good in psychotherapy. The focus on the good contributes to the removal of obstacles to a well-lived life with autism.

Yes. Dr. Andrea F. Polard is autistic and also has prosopagnosia (face blindness).

A neurodivergent psychologist brings not only professional training and clinical knowledge, but also lived experience. This may contribute to particular attunement to subtleties such as sensory needs, masking, and the experience of being misunderstood. Lived experience complements—not replaces—professional expertise and may offer additional perspectives, practical tools, and understanding.

And sometimes, being understood by someone who shares aspects of your experience can make a meaningful difference.

It is harmful to judge yourself for the way you see the world. In fact, many autistic people have been bullied by people who were ignorant or unwilling to understand differences in people. Your uniqueness does not make you weird but interesting --for which some autistic people might even be envied.

The way people process information is natural to them and make sense for them. It is our job to relate to, learn about, and integrate all people.

Both diagnosis and psychotherapy can be profoundly helpful. It is immeasurably helpful to name one’s challenges and understand one’s own history. A part of us can now relax. After the initial reaction, the world may begin to make sense.

A diagnosis provides an important foundation for psychotherapy that will support the autistic person in their development. Many autistic people have been hurt or bullied in the past. Trauma is common. Psychotherapy at the Spectrum Launch Institute includes trauma work and addiction treatment.

Autism-specific psychotherapy can open doors to a previously inaccessible possibilities. Hope is warranted when depression and anxiety subside during the therapeutic process.

Individualized developmental programs help launch a person toward a more meaningful, independent, and fulfilling life. Through our specialized approach of developmental mapping, the psychologist works collaboratively with each autistic person to create a program tailored to their unique needs, strengths, and aspirations. This may include support for physical health, as well as opportunities for both supported and independent social participation. It is never too late to foster development and move forward in life.

Yes, it is extremely helpful to receive autism-specific psychotherapy at any age. It is literally never too late to reduce suffering and develop happiness understood as participation in life. While this website promotes autism assessment for young adults, please feel free to reach out for support.

It can be. Mindfulness is not about eradicating autistic traits or learning to conform to neurotypical expectations. Rather, it can cultivate awareness of one’s mind, body, and spirit within one’s environment—creating greater freedom to respond rather than react.

My approach draws on both Western psychology and Eastern contemplative traditions, including Zen—see my book, A Unified Theory of Happiness, published by Sounds True. Mindfulness is therefore not an exercise in “fixing” autism, but a way of cultivating deeper self-understanding. A calming environment—with soft lighting, tea, and natural colors—is also conducive to this process. When appropriate, mindfulness can support emotional regulation, reduce unnecessary suffering, and foster greater flexibility and participation in life.

The goal is not to become someone else. It is to become more fully oneself.