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In this episode, I sit down with Sara Woods to challenge the traditional, deficit-heavy lens of autism diagnostics and explore what it means to practice in a truly neurodiversity-affirming way. We discuss the shift from seeing autism as a collection of clinical “problems” to recognizing it as a natural variation of the human brain that brings unique strengths, such as integrity, systemizing, and deep focus. Sara shares her research-backed insights on why “repetitive behaviors” can be vital for regulation and how the “double empathy problem” reframes communication difficulties as a two-way street rather than an individual failure. We also dive into concrete tools for clinicians, including her Survey of Autistic Strengths, Skills, and Interests (SASSI), and practical tips for writing reports that validate a client’s struggles while celebrating their humanity and joy.

Episode Topics

00:01-01:38 Why direct experience and neurodiversity matter beyond the textbook
01:39-05:00 Defining the neurodiversity paradigm and patient-led care
05:01-07:43 How differential diagnosis can be empowering rather than pathologizing
07:44-10:43 Reframing repetitive play as a foundation for cognitive development
10:44-12:52 Reconsidering eye contact through the lens of cultural difference
12:53-16:15 Integrity versus reputation management in autistic individuals
16:16-19:00 The functional purpose of stimming and sensory regulation
19:01-21:37 Navigating societal expectations and the choice to disclose
21:38-26:15 The double empathy problem and communication in mixed groups
26:16-31:06 Balancing the “superpower” narrative with authentic support
31:07-34:00 Frameworks for accommodations: Strengths, difficulties, and neutral differences
34:01-38:58 Introduction to the Survey of Autistic Strengths, Skills, and Interests (SASSI)
38:59-42:15 Specific interviewing strategies for eliciting joy and strengths
42:16-46:30 Adapting the assessment battery and the role of the ADOS
46:31-52:00 Writing affirming reports and the use of first-person language
52:01-56:30 Leveraging special interests in recommendations and school settings
56:31-01:01:20 Validating distress while maintaining a strengths-based perspective

Cool Things Mentioned

The Testing Psychologist mastermind groups and business consulting
Reverb AI-powered report-writing software
Sara’s upcoming talk: Autism or Something Else? Avoiding Misdiagnosis in Neurodiversity-Affirming Assessment Across the Lifespan – The Chicago School | Office of Continuing Education (Time-Limited Code for 15% OFF: TestingPsych2026)
Neurodiversity-Affirming Observation Form
Autistic Strengths Diagram
Survey of Autistic Strengths Skills and Interests
Suggested Autism Batteries across the lifespan
Helpful Articles:
- Toward a More Comprehensive Autism Assessment: Article on the SASSI: Frontiers | Toward a more comprehensive autism assessment: the survey of autistic strengths, skills, and interests
- Neurodiversity 2.0 Article by Hari Srinivasan: Neurodiversity 2.0 – Harnessing cross-disciplinary disability insights – ScienceDirect
- The Neurodiversity Paradigm According to Nick Walker: NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS • NEUROQUEER
- Ideas for Identifying Autistic Strengths Using the ADOS-2: https://asha2024-asha.ipostersessions.com/?s=7F-36-58-FD-20-58-05-C5-E0-D3-C1-14-74-B4-C5-BE
- Girard et al. study on Autistic Play: Visual abilities and exploration behaviors as predictors of intelligence in autistic children from preschool to school age – Dominique Girard, Valérie Courchesne, Catherine Cimon-Paquet, Claudine Jacques, Isabelle Soulières, 2023
- Granieri et al. study on Reduced eye contact being preferred among Autistic children: Atypical social communication is associated with positive initial impressions among peers with autism spectrum disorder – Jessica E Granieri, Morgan L McNair, Alan H Gerber, Rebecca F Reifler, Matthew D Lerner, 2020
- Crompton et al. Telephone Study: Autistic peer-to-peer information transfer is highly effective – Catherine J Crompton, Danielle Ropar, Claire VM Evans-Williams, Emma G Flynn, Sue Fletcher-Watson, 2020
- Hu et al. Reputation Study in which ethical consistency was framed as a problem: https://www.jneurosci.org/content/early/2020/11/02/JNEUROSCI.1237-20.2020?__cf_chl_tk=7KPu3hAVr6Rw_clfWWSLepcckNZdODcVgO_m94bHv6s-1770332980-1.0.1.1-.glkRotgLSe7lLFvTGYt5qjLBjaHIKk8XNOMroF3c_4
- Kapp et al. Stimming Study: ‘People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming – Steven K Kapp, Robyn Steward, Laura Crane, Daisy Elliott, Chris Elphick, Elizabeth Pellicano, Ginny Russell, 2019
- Woods, Brook, & Angoff Neurodiversity-Affirming Collaborative Assessment Article: Principles of Neurodiversity-Affirming Collaborative Assessment – Sara Eileen O’Neil Woods, Amara Brook, Liz Angoff, 2025
Autism-Related Resources
- Thinking Person’s Guide to Autism: Strategies for Creating a Neurodiversity-Affirming Classroom: How to Create a Neurodiversity-Affirming Classroom — THINKING PERSON’S GUIDE TO AUTISM
- Subtle Signs of Autism: Could Your Child Be Autistic? Here Are Seven Subtle Signs.
- Talking to Your Child About Their Autism Diagnosis: 13 Tips for Talking to Your Child About Their Autism | ParentMap
- Outschool: Online classes for children that help them find other neurodivergent children and include classes with their special/foused interests: www.outschool.com
- Autistic Self-Advocacy Network: Autistic Self Advocacy Network
- Additional Neurodiversity Resources from the University of Washington Autism Center: Neurodiversity – UW Autism

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