Understanding Neurodevelopmental Disorders: My Child/Teen

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Understanding neurodevelopmental disorders

Some children or teenagers may struggle to focus during lessons, stay organised, or sit still. Daily tasks may feel exhausting, and schoolwork can seem far more difficult than for their peers. If these challenges are persistent, they could be signs of a neurodevelopmental condition.

Understanding neurodevelopmental disorders
Overview Attention-Deficit/Hyperactivity Disorder Autism Spectrum Disorder
What are<br>neurodevelopmental disorders?

What are
neurodevelopmental disorders?

Neurodevelopmental disorders are conditions that affect how the brain develops and works. They usually start in early childhood and affect how an individual thinks, learns, communicates, and interacts with others.

It's important not to mistake the signs of these conditions for personal failure. They also don't mean that children or teenagers with these conditions can't handle daily responsibilities. With the right strategies and support, they can gradually learn to manage them.

Types of neurodevelopmental disorders

Two common neurodevelopmental disorders are Attention-Deficit / Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). Each of them affects your child differently, and some children may have both. Read on to find out how they affect your child, and learn ways to manage them.

Understanding Attention-Deficit/Hyperactivity Disorder (ADHD)

Understanding Attention-Deficit/<wbr>Hyperactivity Disorder (ADHD)

Understanding Attention-Deficit/Hyperactivity Disorder (ADHD)

Understanding Attention-Deficit/<wbr>Hyperactivity Disorder (ADHD)

How does it affect them?

Living with ADHD can make even simple tasks feel overwhelming and exhausting. Beyond difficulties with focus and restlessness, ADHD can affect many areas of a child's daily life.

Children or teenagers with ADHD may struggle to pay attention in class, remember to hand in assignments, or keep up with everyday responsibilities. They may also find it hard to socialise with others and make or keep friends.

Over time, this can leave them feeling frustrated or misunderstood, as though those around them do not understand what they're going through.

Understanding Attention-Deficit/Hyperactivity Disorder (ADHD)

ADHD is a condition that affects how the brain develops. It can lead to ongoing difficulties with paying attention, being overly active, or acting without thinking things through first, which can get in the way of daily life.

ADHD affects about 5% of children worldwide and in Singapore. It can make it hard to stay focused, complete tasks, manage time and emotions. These difficulties usually start in early childhood and can affect life at school, at home, and in relationships with others.

Common
misconceptions

1
People with ADHD are unmotivated, and they just need to try harder to concentrate.
2
Only boys have ADHD.
3
ADHD is caused by poor parenting.

Causes

ADHD is influenced by both genetic and environmental factors.

Causes

ADHD is influenced by both genetic and environmental factors.

Research shows that ADHD tends to run in families, so having a parent or sibling with ADHD increases the likelihood of developing the condition.

While environmental factors aren't fully understood, factors associated with higher risk include tobacco or alcohol use during pregnancy, and premature birth.

Signs and Symptoms

ADHD can appear in 3 main ways, depending on which symptoms are most noticeable.

Signs and Symptoms

ADHD can appear in 3 main ways, depending on which symptoms are most noticeable. These symptoms must be ongoing (lasting at least 6 months), start before age 12, and show up in 2 or more settings (e.g. home, school, or social environments).

Inattentive presentation

Signs and symptoms include:

  • Struggling to stay focused during class, or while doing homework or reading
  • Seeming not to listen even when spoken to directly
  • Being easily distracted by unrelated thoughts or background noise
  • Avoiding, delaying, or finding it hard to start tasks that require sustained attention
  • Not following through on tasks or leaving them incomplete
  • Having difficulty organising tasks, managing time, or meeting deadlines
  • Frequently losing or misplacing belongings
  • Forgetting daily responsibilities, like preparing for school, or attending CCA sessions
  • Making frequent careless mistakes or missing important details, especially when rushing or under pressure
Hyperactive and impulsive presentation

Signs and symptoms include:

  • Feeling restless or unable to stay still during classes, lectures, or assemblies
  • Moving around frequently when expected to remain seated
  • Finding it hard to relax or enjoy quiet activities like reading
  • Feeling the need to constantly do something
  • Talking excessively, sometimes interrupting or finishing others’ sentences
  • Struggling to wait for their turn in group activities or discussions
  • Acting on impulse, like blurting out answers or sending messages without thinking
Combined presentation of inattentive and hyperactive-impulsive symptoms

Includes signs and symptoms of both inattentive and hyperactive-impulsive presentations.

Note: Some signs of trauma can appear similar to ADHD. For example, being constantly on alert, struggling to concentrate, feeling easily overwhelmed, or withdrawing. These may look like inattention, impulsivity, or social difficulties.

As these symptoms overlap with ADHD, it's important to consider a person's experiences, environment, strengths, and needs. Only then can appropriate support be provided using trauma-informed care, ADHD strategies, or a combination of these.

Diagnosis

Diagnosis

ADHD affects everyone differently and can occur together with other conditions like anxiety, depression, or learning difficulties.

ADHD affects everyone differently and can occur together with other conditions like anxiety, depression, or learning difficulties. It's important not to assume your child has ADHD based on behaviour alone, as a professional assessment is needed to rule out other causes.

Trained professionals will assess current symptoms, review medical and family history, and may test for other conditions. They may also gather feedback from family, teachers, or others who know your child well. School reports, psychological tests, or computer-based attention tasks may also be used as part of the assessment.

Diagnosis of ADHD includes inputs from multidisciplinary professionals to ensure that other conditions with similar symptoms can be ruled out.

ADHD is only diagnosed when these conditions are met:

  • The symptoms (problems with attention, being hyperactive, and acting without thinking) must be ongoing, lasting for at least 6 months, and have started before the age of 12
  • These behaviours must occur in 2 or more settings, such as at home, at school, or in social environments
  • The symptoms must be clearly inconsistent with the individual's developmental stage and cause significant difficulties in school or work, social interactions, or daily functioning
  • The symptoms cannot be better explained by another condition, like anxiety, learning difficulties, or environmental stressors

Managing ADHD symptoms

Mental health professionals use a combination of approaches to manage ADHD symptoms. Behavioural strategies can help build new skills and habits, and medication can help reduce certain symptoms.

While living with ADHD can be difficult, the right support and strategies can help develop effective ways to manage daily tasks and responsibilities.

Managing ADHD symptoms

Illustration
01

Psychosocial interventions

Cognitive Behavioural Therapy and skills-based training help children and teenagers with ADHD learn to cope with daily challenges.

02

Support and education

Understanding ADHD is an important first step. If your child has ADHD, it's helpful to stay informed, and work with a mental health professional who specialises in child ADHD if possible.

03

Medication

Medication may be prescribed to reduce symptoms of ADHD. Remember to speak with a healthcare provider if you have any questions or concerns.

04

Self-help strategies for your child

In addition to therapy and medication, self-help strategies can help children and teenagers with ADHD in specific difficulties.

Psychosocial interventions

Cognitive Behavioural Therapy and skills-based training help children and teenagers with ADHD learn to cope with daily challenges. They use practical strategies to support organisation, emotion regulation, problem-solving, and social skills, tailored to the individual's specific needs.

Parent training programmes are also important to help families develop effective ways to manage ADHD-related challenges at home.

Support and education

Understanding ADHD is an important first step. If your child has ADHD, it's helpful to stay informed, and work with a mental health professional who specialises in child ADHD if possible.

Support groups can also connect parents with others in similar situations, helping both individuals with ADHD and their families.

Medication

Medication may be prescribed to reduce symptoms of ADHD. Remember to speak with a healthcare provider if you have any questions or concerns.

Self-help strategies for your child

In addition to therapy and medication, self-help strategies can help children and teenagers with ADHD in specific difficulties. They work best when tailored to your child's needs and practised regularly.

Organising space and time

  • Encourage your child to spend a few minutes each day tidying their desk, bag, or notes.
  • Help them use calendars, reminders, or planners to keep track of schoolwork and appointments.
  • Support them in keeping their study area clear and organised.
  • Check their schedule together before accepting new tasks to avoid taking on too much.
  • Introduce the "do-it-now" rule: if something takes less than 5 minutes, encourage them to do it immediately.
Improving focus

  • Encourage your child to keep their phone silent or out of reach when studying.
  • Help them use timers, like 25-minute focus sessions with 5-minute breaks, to stay on task.
  • Suggest keeping a notebook or app accessible to write down random thoughts so they can revisit them later.
  • Support your child in letting family or friends know when they need quiet time to concentrate.
Managing finances

  • Guide your child to set a monthly budget and track their own spending.
  • Encourage them to make a shopping list before going out to reduce buying on impulse.
Strengthening relationships

  • Encourage your child to be open about ADHD with people they trust. Teach them to explain that interrupting or acting impulsively is part of their condition. This helps others understand them better.
  • Teach them to apologise sincerely if they interrupt others, forget commitments, or act impulsively.
  • Help them practise active listening and remind them to wait for their turn in conversations.
  • Support them in using reminders for social events, like birthdays, to show thoughtfulness and build trust.
  • Teach them how to take time to cool off before responding during emotional moments – pause, reflect, then respond.
Supporting emotional well-being

  • Encourage your child to develop healthy habits: get sufficient sleep each night, exercise for 150–300 minutes a week, eat balanced meals with whole grains, fruits, and vegetables, and limit caffeine to no more than 400mg a day (around 2–3 cups of coffee).
  • Encourage them to try deep breathing to help calm their mind.
  • Support their self-care by making time for activities they enjoy or find relaxing.
  • Keep a mood diary to track their feelings and note what might be causing different emotions, especially during stressful times.

Supporting your child during medical appointments

Medical and dental appointments can be stressful for children and teenagers with ADHD. Unfamiliar environments, bright lights, noises, or long waiting times can feel overwhelming for them.

Here are some strategies to help make these visits smoother and less stressful for your child:

Prepare ahead of time
  • Talk with your child about what to expect using simple language.
  • Use visual supports, like pictures or videos of a doctor or dentist.
  • Role-play visits at home so your child knows what will happen (e.g. sitting in the examination chair, or opening their mouth).
Minimise sensory overload
  • Let your child bring a favourite toy or fidget tool to help them focus.
  • Inform the clinic of your child's needs (e.g. quieter rooms, or rooms with dimmed lights).
  • Consider using noise-cancelling headphones for children who are sensitive to sounds.
Use clear communication and positive reinforcement
  • Give short, clear instructions for each step during the visit.
  • Offer choices when possible (e.g. letting your child choose which arm to use for a blood test).
  • Praise cooperation, even for small steps (e.g. using tokens, stickers, or verbal encouragement).
Support your child's emotional well-being
  • Teach your child simple breathing or counting exercises to help them stay calm.
  • Validate their feelings by acknowledging that visits can feel scary.
  • Use activities to shift their focus (e.g. singing, storytelling, or interactive apps).
Collaborate with professionals
  • Share your child's triggers and helpful strategies with clinic staff.
  • Schedule appointments at quieter or calmer times of the day.
  • Discuss what went well and what can be improved for future visits.

Consistent strategies can help your child develop coping skills, reduce stress, and build confidence for future appointments.

Mental health services

If you suspect your child may have ADHD, consider speaking with a healthcare professional who can refer you to public institutions like the Institute of Mental Health (IMH) for further assessment.

References

First Stop for Mental Health

Not sure whom to reach out to? You can approach any of these First Stop for Mental Health. They can help identify your mental health needs, provide brief support, and guide you to the most suitable services:

National mindline
(24-hour)
Call 1-771 WhatsApp 6669-1771
In-person services
crest samaritans of singapore
Digital
samaritans of singapore

Alternatively, you can click here to explore mental health resources and services located near you.

Understanding Autism Spectrum Disorder (ASD)

Understanding Autism Spectrum Disorder (ASD)

Understanding Autism Spectrum Disorder (ASD)

Understanding Autism Spectrum Disorder (ASD)

How does it affect them?

Living with ASD can make social communication and interaction significantly more challenging for your child.

They may struggle to engage in conversations, express their thoughts, or cope with changes in routine. Over time, this might lead to social anxiety, withdrawal from others, and in some cases, social isolation.

Supporting a child with ASD starts with understanding their unique communication style and needs. By creating supportive environments and building emotional connections, you can help them feel less isolated, form meaningful relationships, and thrive.

Understanding ASD

ASD, or autism, is a type of neurodevelopmental disorder that affects how we understand the world. It also affects how we communicate and interact with others.

Signs of ASD often appear in early childhood, and around 1 in 127 people worldwide have ASD.

Common
misconceptions

1
Individuals with ASD can't perform well in school.
2
Individuals with ASD aren't able to find work in the future.
3
Individuals with ASD aren't interested in making friends and prefer to be alone.
4
All individuals with ASD have exceptional skills or abilities.

Causes

Current research shows that ASD is linked to a combination of genetic, biological, and environmental factors.

Causes

Current research shows that ASD is linked to a combination of genetic, biological, and environmental factors. Its exact causes are still unknown, but brain scans suggest that people with ASD may have unusual connections between different parts of the brain, especially in how they work together.

There's also strong evidence that genes play a big role. If one child in a family has ASD, the chances of another sibling having it are higher.

Biological factors during pregnancy and birth also play a part. These include prematurity, low birth weight, birth complications, and older parents.

Environmental factors during early development may also be involved, though more research is needed to fully understand these connections.

Signs and Symptoms

Children and teenagers with ASD often have difficulties with social communication and interaction. They can also show patterns of behaviours and interests that are repetitive and restrictive.

Signs and Symptoms

Children and teenagers with ASD often have difficulties with social communication and interaction. They can also show patterns of behaviours and interests that are repetitive and restrictive.

These symptoms usually appear during childhood, but they may not be obvious until social situations become more challenging than what the individual can handle.

Signs of ASD can include:

  • Difficulty starting or maintaining conversations
  • Low initiative to approach or share enjoyment with others
  • Difficulty understanding emotions and social cues
  • Delayed speech development or unusual use of language
  • Difficulty using or understanding non-verbal communication, like facial expressions or gestures
  • Repetitive movements, like hand flapping, rocking, or spinning
  • Repetitive speech patterns, like echolalia (repeating words or phrases heard from others), or scripted language
  • Difficulty coping with loud noises, bright lights, or crowded spaces
Signs of rigid or restricted patterns of behaviour can include:

  • Difficulty coping with changes in routines
  • Unusually strong attachment to certain objects
  • Intense likes or dislikes of particular textures, sounds, or visual stimuli
  • Intense interest in specific topics (e.g. maps, transportation, games) that may exceed the typical general knowledge amongst peers

Diagnosis

Diagnosis

ASD should be diagnosed by a team of professionals specialised in ASD.

ASD should be diagnosed by a team of professionals specialised in ASD. This multidisciplinary team may include psychiatrists, psychologists, speech and language therapists, occupational therapists, or social workers. This is important to ensure that other developmental or medical conditions (e.g. ADHD, or anxiety) that may show similar symptoms to ASD can be ruled out.

Some professionals may diagnose ASD based on their clinical assessment. Others may ask you to complete formal diagnostic tests, which could include questions about your developmental history, interviews about your experiences, and behaviour observations.

Managing ASD symptoms

Managing ASD involves a combination of approaches. With the right support and inclusive environments, children and teenagers with ASD can build meaningful relationships, succeed in school, and lead fulfilling lives.

Managing ASD symptoms

Illustration
01

Psychosocial interventions

Cognitive Behavioural Therapy (CBT) can help children and teenagers with ASD regulate their emotions and reduce repetitive, rigid, or aggressive behaviours.

02

Support and education

It's important to find a school or learning environment that meets the needs of children and teenagers with ASD.

03

Medication

Medication may be prescribed for other conditions that commonly occur with ASD, such as anxiety, ADHD, tics, or aggression.

04

Self-help strategies

Learn ways to help your child get comfortable with routines, stay calm, and manage their emotions.

Psychosocial interventions

Cognitive Behavioural Therapy (CBT) can help children and teenagers with ASD regulate their emotions and reduce repetitive, rigid, or aggressive behaviours. Social skills training can also support understanding of appropriate responses and behaviours in social situations.

Support and education

It's important to find a school or learning environment that meets the needs of children and teenagers with ASD. Support from trusted adults like teachers and school staff also matters.

Family support from parents is also essential for better management and outcomes.

Medication

Medication may be prescribed for other conditions that commonly occur with ASD, such as anxiety, ADHD, tics, or aggression.

It’s important to take medications as prescribed and to discuss any concerns or side effects with a doctor to ensure the best outcomes.

Self-help strategies

Learn ways to help your child get comfortable with routines, stay calm, and manage their emotions.

Create routines for your child

  • Encourage your child to set fixed times for daily activities
  • Guide them to use timetables or calendar reminders to organise their schedule
  • Teach them to plan ahead and allow extra time to prepare for any changes.
Manage their sensory needs

  • Encourage your child to carry items that help calm their senses (e.g. earplugs or a stress ball).
  • Support their understanding of personal triggers and provide guidance on planning around them (e.g. visiting busy places like the mall during quieter hours).
Find safe spaces

  • Help your child identify quiet zones they can go to when feeling overwhelmed (e.g. a dim corner at home).
  • Encourage short breaks to calm down when their surroundings overwhelm their senses, before returning to tasks.
Build emotional awareness

  • Encourage your child to try body scans to notice physical cues of emotions, and teach them to name those emotions without judgement.
  • Encourage them to record their feelings in a journal to spot patterns and early signs of emotional distress.
  • Help them identify and practise coping strategies to manage early signs of emotional distress (e.g. going for a walk, or listening to music).
Tips to manage your child's emotions

  • Encourage your child to prioritise rest and self-care (e.g. staying active, getting sufficient sleep).
  • Help them notice warning signs and practise healthy coping strategies.
  • Teach them to prepare ways to calm down during intense emotional moments (e.g. going to a quiet place, or speaking with a trusted adult).

Supporting your child during medical appointments

Medical and dental appointments can be stressful for children and teenagers with ASD. Unfamiliar environments, bright lights, noises, or long waiting times can feel overwhelming for them.

Here are some strategies to help make these visits smoother and less stressful for your child:

Prepare ahead of time
  • Talk with your child about what to expect using simple language.
  • Use visual supports, like pictures or videos of a doctor or dentist.
  • Role-play visits at home so your child knows what will happen (e.g. sitting in the examination chair, or opening their mouth).
Minimise sensory overload
  • Let your child bring a favourite toy or blanket for comfort.
  • Inform the clinic of your child's needs (e.g. quieter rooms, or rooms with dimmed lights).
  • Consider using noise-cancelling headphones for children who are sensitive to sounds.
Use clear communication and positive reinforcement
  • Give short, clear instructions for each step during the visit.
  • Offer choices when possible (e.g. letting your child choose which arm to use for a blood test).
  • Praise cooperation, even for small steps (e.g. using tokens, stickers, or verbal encouragement).
Support your child's emotional well-being
  • Teach your child simple breathing or counting exercises to help them stay calm.
  • Validate their feelings by acknowledging that visits can feel scary.
  • Use activities to shift their focus (e.g. singing, storytelling, or interactive apps).
Collaborate with professionals
  • Share your child's triggers and helpful strategies with clinic staff.
  • Schedule appointments at calmer times of the day.
  • Discuss what went well and what can be improved for future visits.

Consistent strategies can help your child develop coping skills, reduce stress, and build confidence for future appointments.

Tips for parents and caregivers

Here are some tips to help you support your child with ASD at different stages of life while also looking after your own well-being.

Parent education and understanding

Parents or caregivers can benefit from learning about ASD and how it may affect a child's behaviour. By regularly attending parent training programmes, you can learn about various intervention strategies for different stages of your child's development.

Appropriate education placement
It's important to consider your child's cognitive ability and autism support needs when choosing educational settings. Children who need moderate to high levels of support may benefit from a special education (SPED) school with specialised teachers and allied health professionals.

If your child has adequate cognitive ability and requires minimal support, they may also do well in regular schools with the right understanding and accommodations from teachers and staff.

For more information on SPED schools and programmes, visit: Special education (SPED) schools | MOE
Transition planning
Children and teenagers with ASD may find it harder to adapt to changes and transitions. For example, moving from primary to secondary school, or going to post-secondary education or employment.

If possible, prepare your child in advance for any changes in their school environment, teachers, timetable, class size, and school hours.
Caregiver self-care
Supporting a child or teenager with ASD is an ongoing responsibility that can affect the whole family.

Parents should prioritise their own social, mental, and recreational needs to stay well. This helps them maintain their ability to provide effective support for their child.

Mental health services

If you suspect your child may have ASD, consider speaking with a healthcare professional who can refer you to public institutions like the Institute of Mental Health (IMH) for further assessment or interventions.

Institute of Mental Health
(Child Guidance Clinic)
Autism Spectrum Disorder - IMH | Institute of Mental Health
BRAVE: Mental Health Study of Children and Adolescents in Singapore
IMH is offering free mental health and neurodevelopmental screenings for children born between 2007 and 2016 in Singapore, as part of a nationwide study. These screenings are available until the end of 2027 and include assessments for ADHD and ASD. Check if your child is eligible and express interest here.

Finding support

Reach out to one of the following resources for more support:

Autism Collaborative
Get more information on ASD, employment support and training for lifelong learning.
Autism Resource Centre
Find careers and job opportunities at the Autism Community.
References

First Stop for Mental Health

Not sure whom to reach out to? You can approach any of these First Stop for Mental Health. They can help identify your mental health needs, provide brief support, and guide you to the most suitable services:

National mindline
(24-hour)
Call 1-771 WhatsApp 6669-1771
In-person services
crest samaritans of singapore
Digital
samaritans of singapore

Alternatively, you can click here to explore mental health resources and services located near you.

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