PEDIATRIC SURGERY UPDATE ©

VOLUME 66 NO 06 JUNE 2026

Neurodivergent Conditions

Neurodiversity refers to the natural variation in how human brains process and interpret information and produce behavioral responses. Rather than framing these differences as deficits to be corrected, the neurodiversity paradigm — a concept that has gained considerable traction in both clinical and social discourse since its coining in the late twentieth century — repositions them as part of the ordinary spectrum of human variation. Approximately 15 to 20 percent of the global population is estimated to carry a neurodivergent condition of some kind, encompassing conditions such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, dyscalculia, dysgraphia, and Tourette syndrome. In the United States alone, current estimates suggest that roughly one in every 31 children receives an ASD diagnosis by age eight. Despite the prevalence of these conditions, tailored, inclusive clinical approaches remain far from universal — a gap whose consequences are felt at every level of healthcare and daily life.

Understanding neurodivergent conditions requires moving away from the assumption that they can be cleanly separated into discrete diagnostic categories. The phenotypic boundaries between conditions are frequently blurred, with co-occurrence being the rule rather than the exception. Roughly 30 to 50 percent of children with ASD also display signs of ADHD, typically emerging around preschool age. The conditions share overlapping traits — social communication difficulties, sensory processing differences, challenges with executive functioning — while differing in the specific configurations and severities of those traits. This phenotypic overlap has important consequences for research and clinical care alike. Historically, investigations into neurodevelopmental conditions have been conducted within diagnostic silos, studying autism separately from ADHD, ADHD separately from obsessive-compulsive disorder, and so on. The evidence base produced by this approach reflects its limitations: findings that emerge from any one diagnostic group may or may not generalize to others, and the shared mechanisms that underlie multiple conditions remain poorly understood.

A growing body of recent work has begun to address this gap through what is termed a transdiagnostic perspective — one that examines traits and outcomes across conditions rather than within them. A striking illustration comes from research into theory of mind (ToM), the capacity to understand that other people hold their own mental states, beliefs, and intentions. ToM is fundamental to social interaction, and difficulties with it have been closely associated with autism. For decades, impaired ToM has been treated almost as a defining feature of autistic cognition. Yet when the same capacities are examined across children with autism, ADHD, and OCD together, a more nuanced picture emerges. While children with autism do show more difficulty than their peers on certain ToM tasks — specifically in the pertinence and coherence of the social narratives they produce — the diagnostic category itself turns out to be a weaker predictor of ToM performance than phenotypic variables such as IQ and social communication difficulties. In other words, knowing that a child has autism tells you less about their ToM abilities than knowing their verbal IQ and the severity of their social communication challenges. These phenotypic variables cut across diagnostic boundaries, predicting performance similarly in children with ADHD, OCD, and neurotypical development. The implication is significant: interventions and assessments built around ToM — and by extension, social cognition more broadly — may need to be calibrated to a child's functional profile rather than their diagnostic label.

Similar conclusions emerge when examining health-related quality of life (HRQoL) across neurodivergent populations. HRQoL is a multidimensional construct that spans biological, symptomatic, functional, and environmental domains, and it is one of the most clinically meaningful outcomes in pediatric care. Systematic analysis of the available evidence reveals that the predictors of quality of life in neurodivergent children are not diagnosis-specific. Positive associations with HRQoL have been observed for adaptive functioning, positive self-perception, physical activity, available resources, and a supportive family context — and these associations appear consistently across conditions, not uniquely within any one of them. Negative associations, meanwhile, emerge reliably from elevated diagnostic symptom burden and comorbid mental health difficulties. The research landscape on HRQoL in neurodivergent children remains skewed, with the vast majority of available studies focused on autism and ADHD and very little attention paid to conditions such as intellectual disability, communication disorders, or tic disorders. Even within the studies that do exist, cross-diagnosis comparisons are rare. This means that care models are being built on an incomplete map, often assuming that what helps a child with ADHD will not necessarily apply to one with autism, when the evidence increasingly suggests that shared needs and shared predictors deserve a shared response.

The transdiagnostic reality of neurodivergent conditions becomes especially visible — and especially consequential — in healthcare settings, where the clinical environment itself can become a source of distress. Children with neurodivergent conditions require medical and surgical procedures at rates comparable to or higher than their neurotypical peers, and in some cases higher still: many routine procedures that neurotypical children tolerate with standard preparation — blood draws, dental cleanings, imaging — require sedation or more elaborate planning for neurodivergent children because of heightened sensory sensitivities, difficulty tolerating uncertainty, and challenges with communication. The perioperative environment is particularly demanding. It combines multiple potential stressors simultaneously: unfamiliar lights, sounds, and smells; physical contact with strangers; unfamiliar clothing and monitoring equipment; prolonged waiting; separation from caregivers; and the prospect of pain. For a child with sensory processing differences, any one of these might be overwhelming; their combination can provoke acute dysregulation that looks, to an unprepared clinician, like non-compliance rather than distress.

Evidence-based strategies for managing procedural distress in children exist, but they have been developed primarily for neurotypical populations. Their applicability to neurodivergent children has been poorly studied, and current research reveals significant gaps in coverage. Reviews of the literature on procedural support for neurodivergent children show that the overwhelming majority of available evidence — as much as 84 percent of included studies — focuses specifically on autism spectrum disorder, leaving children with ADHD, intellectual disabilities, learning disorders, communication disorders, and other neurodivergent profiles with almost no dedicated evidence base to guide their care. The support strategies most commonly studied — visit preparation, pharmacological agents, and individualized care plans — show promise, but their evaluation is hampered by inconsistent outcome measurement. Fewer than five percent of studies include child-reported pain measures; most distress outcomes are recorded through behavioral observation rather than validated instruments. This means that the child's own experience of the procedure — their perception of pain, their subjective sense of safety or threat — is largely absent from the evidence.

What emerges from the research that does exist is a consistent emphasis on individualization. No single protocol for managing procedural distress can be applied uniformly across neurodivergent children, because the relevant variables — sensory sensitivities, communication preferences, anxiety triggers, past healthcare experiences, and coping strategies — vary not only between conditions but within them. The principle "if you've met one individual with autism, you've met one individual with autism" captures something that applies equally well to the full range of neurodivergent conditions: phenotypic heterogeneity is the defining feature, and standardized approaches fail to honor it. The most effective perioperative interventions identified in available research involve individualized care plans developed in advance through collaboration with the child and their caregivers. These plans document the child's specific sensory profile, communication methods, behavioral triggers, and any accommodations — environmental modifications, preferred distraction strategies, altered routes of medication administration — that have been effective in previous encounters. When implemented consistently and shared across the care team, such plans have been associated with improvements in caregiver-reported satisfaction, perceived safety, and the child's capacity to manage stress during procedures.

The family context, and particularly the role of primary caregivers, is an understated dimension of neurodivergent care that recent work has begun to illuminate. Caring for a neurodivergent child involves a volume of invisible labor — seeking, evaluating, and acting on health information — that is rarely acknowledged in clinical models. Interviews with mothers of neurodivergent children reveal that this information work is not merely cognitive but deeply emotional. Navigating fragmented care systems, advocating for recognition of contested diagnoses, and managing the emotional responses of teachers, clinicians, and other family members while simultaneously suppressing their own requires sustained effort. Diagnoses associated with neurodivergent conditions are frequently contested — their validity questioned, their severity underestimated, their implications disputed — and this contestation intensifies the emotional burden on caregivers who must simultaneously manage their own feelings and perform appropriate affect for the systems they are negotiating with. The weight of this work falls disproportionately on mothers, reflecting broader social structures in which primary caregiving responsibilities remain gendered. Recognizing this dimension of the caregiving experience matters for clinical practice: the parent or guardian accompanying a neurodivergent child to a medical appointment is not only an informant but a partner who has likely already invested enormous effort in preparing that child for the encounter.

The picture that emerges from the current literature is one of a population that is both larger and more diverse than clinical practice often acknowledges, and whose needs are more shared across diagnostic categories than siloed research traditions would suggest. Neurodivergent conditions collectively affect a substantial proportion of children, presenting with overlapping phenotypes, shared quality-of-life predictors, and common vulnerabilities in healthcare environments. The shift toward transdiagnostic frameworks — in research design, in clinical assessment, and in care delivery — is not merely an academic preference but a practical necessity. Understanding that social cognitive difficulties, sensory sensitivities, and family burden do not respect diagnostic boundaries is the first step toward building systems of care that do not, either.

References:
1- Laurin E, Andersson L: Emotion work and emotional labour, neglected facets of parental health information work. Analysing mothers of neurodivergent children. Sociol Health Illn. 46(5):1023-1053, 2024
2- Mahjoob M, Paul T, Carbone J, Bokadia H, Cardy RE, Kassam S, Anagnostou E, Andrade BF, Penner M, Kushki A: Predictors of Health-Related Quality of Life in Neurodivergent Children: A Systematic Review. Clin Child Fam Psychol Rev. 27(1):91-129, 2024
3- Veeravalli S, Michaud M, Colton J, Bourdeau B, Sacks S, Hales L, Guadagno E, Poenaru D: Adapting Perioperative Care for Neurodivergent Children - A Scoping Review. J Pediatr Surg. 60(5):162224, 2025
4- Amorim K, Vandewouw MM, Huynh N, de Villa K, Safati C, Almonte A, Nicolson R, Kelley E, Crosbie J, Brian J, Anagnostou E, Taylor MJ, Sato J: A transdiagnostic study of theory of mind in children and youth with neurodevelopmental conditions. Mol Autism. 16(1):37, 2025
5- Nchinda N, Cabral KP, Frigon C, Colton J, Henry M: Lessons in patient-centered care and perioperative practices for children with neurodivergent conditions. J Pediatr Surg. 61(3):162689, 2026
6- Takashima M, Robertson H, Plummer K, Kotzur C, Wesley A, Donaldson A, Hjelmgren H, Stålberg A, Burgess L, Friedman AJ, Mimmo L, Choi J, Barker N, Gooley S, Walsh N, Cobham VE, Ullman A: Procedural Support for Neurodivergent Children During Medical Procedures: A Scoping Review. Clin Child Fam Psychol Rev. 29(1):167-181, 2026

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*Edited by: Humberto Lugo-Vicente, MD, FACS, FAAP
P.O. Box 10426, Caparra Heights Station, San Juan, Puerto Rico 00922-0426
Tel (787)-999-9450 (787)-340-1868 E-mail: pediatricsurpergypr@gmail.com
Internet Address:pedsurgeryupdate.com
® Copyright Office of the Library of Congress 1997


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Last updated: July 2026