Supporting the Neurodiversity Represented in Our Students

Lance Cummings, University of North Carolina Wilmington

David Lennox, Walla Walla University

Amy Newman, Cornell University

Ashley Patriarca, West Chester University

Phillip Wagner, College of William & Mary

Introductions and Connections

Amy Newman

• Interests in leadership character and career success for people in recovery from addiction
• No formal diagnosis
• Revising Business Communication and Character textbook (12e)

Phil Wagner

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• Critical scholar interested in rethinking communication norms
• Diagnosed with Tourettes and complex OCD as a child; ADHD later in life
• Proud parent of an Autistic kid!
• Deeply involved with William & Mary’s Neurodiversity Initiative

Ashley Patriarca

• Research: business communication pedagogy; evolution of professional editor identity
• Diagnosed as an adult with ADHD in 2023
• Working closely with Office of Educational Accessibility & Dub-C Autism Program (D-CAP)

David Lennox

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• Interest in presentation, performance, platform skills
• TBI in 2001 amplified ADHD
• Family history of disability + autism
• Administrator connecting diverse students to employers

Lance Cummings

• Researching creator economy and AI
• Diagnosed as an adult with ADHD in 2024
• History of adapting independently to focus-issues

Agenda and Learning Objectives

Framing and Examples (Amy)

To explain the relevance of neurodiversity for the BCom curriculum.

An Accommodation Mindset (Phil)

To apply flexible rubrics to assess BCom outcomes.

Ungrading (Ashley)

To describe how ungrading could improve learning outcomes for all students.

Student Advocacy (David)

To compare reasons to disclose or not to disclose a disability or difference.

AI Tools (Lance…from afar)

To apply tools to improve executive functioning skills.

Framing, Themes, and Caveats

Neurodiversity includes those without a formal diagnosis or �labeled condition.

A flexible, student-centric approach may best accommodate differences.

Suggestions both create and save work time.

Language preferences differ and are evolving.

Rethinking Business Communication Expectations

Valuing strengths and not trying to build skills or “fix” natural differences.

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Rubric Examples of Natural Differences

• “Conversational” or “natural” writing or speaking style
• Reading and adapting to audiences
• Project management
• Eye contact

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An Accommodation Mindset

8 fixes in 8 minutes

• Eye contact
• Movement and Gestures
• Vocalics and Tone
• Facial Expressions
• Proxemics
• Chronemics
• Appearance Norms
• Content and structure�

Rubric shifts!

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1. Eye Contact

For many autistic people, forced eye gaze can be physiologically aversive; direct-gaze tasks trigger abnormally high subcortical/amygdala activation.

Reviews of eye gaze in autism highlight atypical neural responses to faces/eyes, underscoring why “strong eye contact” is a poor proxy for engagement

Assessment takeaway: Assess connection (e.g., checking in, orienting) rather than mandating continuous eye contact.

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Hadjikhani, N., Åsberg Johnels, J., Zürcher, N.R. et al. (2017). Look me in the eyes: constraining gaze in the eye-region provokes abnormally high subcortical activation in autism. Sci Rep7, 3163�Stuart N, Whitehouse A, Palermo R, Bothe E, Badcock N. (2023) Eye Gaze in Autism Spectrum Disorder: A Review of Neural Evidence for the Eye Avoidance Hypothesis. J Autism Dev Disord. 53(5):1884-1905.

2. Movement and Gestures

In adults with ADHD, more fidgeting is linked to better sustained attention during cognitively demanding trials.

Autistic adults describe stimming (including hand movements) as an adaptive self-regulation strategy (not a behavior to extinguish).

Assessment takeaway: Credit self-regulatory movement that supports clarity and presence; don’t penalize “non-stillness.”

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Son HM, Calub CA, Fan B, Dixon JF, Rezaei S, Borden J, Schweitzer JB, Liu X. (2024). A quantitative analysis of fidgeting in ADHD and its relation to performance and sustained attention on a cognitive task. Frontiers in Psychiatry, 15.

Kapp SK, Steward R, Crane L, Elliott D, Elphick C, Pellicano E, Russell G. (2019). 'People should be allowed to do what they like': Autistic adults' views and experiences of stimming. Autism, 23(7):1782-1792.

3. Vocalics and Tone

Meta-analyses show reliable acoustic differences in autistic speech (e.g., pitch, intensity, timing).

Research identifies a minimal acoustic profile in autism (e.g., higher pitch, longer pauses), with wide individual variability.

Assessment takeaway: Evaluate intelligibility and meaning conveyed, not “conversational” intonation patterns.

Fusaroli R, Grossman R, Bilenberg N, Cantio C, Jepsen JRM, Weed E. (2022). Toward a cumulative science of vocal markers of autism: A cross-linguistic meta-analysis-based investigation of acoustic markers in American and Danish autistic children. Autism Research, 15(4):653-664.

Fusaroli R, Lambrechts A, Bang D, Bowler DM, Gaigg SB. (2017), Is voice a marker for Autism spectrum disorder? A systematic review and meta-analysis. Autism Research, 10(3):384-407.

4. Facial Expressions

Research shows facial emotion recognition differences in autism across basic emotions as well as differences in facial expression production (appearance, quality, usage, etc.).

Assessment takeaway: Score whether emotional intent is understandable (via any channel), not the amount of smiling or eyebrow work.

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Trevisan DA, Hoskyn M, Birmingham E. (2018). Facial Expression Production in Autism: A Meta-Analysis. Autism Research, 11(12):1586-1601.

Uljarevic M, Hamilton A. (2018).Recognition of emotions in autism: a formal meta-analysis. J Autism Dev Disord. Jul;43(7):1517-26.

5. Proxemics

Autistic individuals show altered personal space regulation from childhood; both size and flexibility of personal space differ.

Recent studies report greater preferred interpersonal distance or variability among autistic adults and children. ��Assessment takeaway: Allow presenters to choose comfortable distance/orientation so they can focus on message delivery.

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Farkas K, … Németh D. (2023). Altered interpersonal distance regulation in autism spectrum disorder. PLoS One, 18(3):e0283761.

Gessaroli E, Santelli E, di Pellegrino G, Frassinetti F. (2013). Personal space regulation in childhood autism spectrum disorders. PLoS One, 8(9)

6. Chronemics

(Autism): Meta-analysis shows a “spiky” profile with slightly lower processing speed among Autistic adults in certain contexts, despite typical reasoning, so more processing time can be helpful.

(ADHD): Research shows robust time-perception differences in ADHD affecting pacing and timing. ��Assessment takeaway: Treat pauses and slower pacing as valid strategies for clarity; avoid grading “quickness.”

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Metcalfe KB, McFeaters CD, Voyer D. (2024). Time-Perception Deficits in Attention-Deficit/Hyperactivity Disorder: A Systematic Review and Meta-Analysis. Dev Neuropsychol, 49(1):1-24. �Wilson AC. (2024). Cognitive Profile in Autism and ADHD: A Meta-Analysis of Performance on the WAIS-IV and WISC-V. Arch Clin Neuropsychol, 39(4):498-515.

7. Appearance Norms

Some neurodivergent individuals may have tactile hyper-responsivity to labels, tags, seams, textures in clothing.

Sensory-friendly garments can improve participation for autistic children, reflecting the impact of apparel on regulation and engagement.

Neurodiversity can affect cleanliness and hygiene due to challenges with sensory sensitivities, executive functioning, and motivation

Assessment Takeaway: Focus on professional intention/appropriateness, not attire/grooming conventions that can create sensory barriers.

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Mische Lawson L, Foster L, Hamner K, Wright L. (2022). Exploring Effects of Sensory Garments on Participation of Children on the Autism Spectrum: A Pretest-Posttest Repeated Measure Design. Occup Ther Int. 5.

Kyriacou C, Forrester-Jones R, Triantafyllopoulou P. (2023) Clothes, Sensory Experiences and Autism: Is Wearing the Right Fabric Important? Journal of Autism Dev Disord, 53(4):1495-1508.

8. Content and Structure

For Autistic individuals, the “double empathy problem” shows communication breakdowns are bi-directional across neurotypes, not inherent deficits in autistic speakers; audience adaptation is a mismatch issue. ��Research notes that detail-focused cognitive style (often a strength and often present among neurodivergent individuals) can yield different (but effective) ways of organizing information.

Assessment takeaway: Accept multiple organizing logics (e.g., detail-driven, highly structured, narrative-sparse) so long as purpose and evidence are clear

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Happé, F., & Frith, U. (2006). The weak coherence account: detail-focused cognitive style in autism spectrum disorders. Journal of autism and developmental disorders, 36(1), 5–25. Milton, D. E. M. (2012). On the ontological status of autism: the ‘double empathy problem.’ Disability & Society, 27(6), 883–887.

Ungrading

In Traditional Grading...

• Students focus on the grade and not what they’re learning (Kohn, 2011; Stommel, 2017).
• Grades may not accurately reflect what a student learns (Brookhart, et al., 2016).
• Students experience significant grade-based anxiety, which can hinder learning by disrupting short- and long-term memory (Eyler, 2022 & 2024).
• Instructors may also experience anxiety, especially over small differences in rating (ok, maybe that’s just me).

What Is Ungrading?

• Individual assignments receive feedback instead of grades
• Students have the genuine opportunity to revise or redo assignments that need additional work (without penalty)
• Students create a final portfolio of their work and compose a personal assessment in which they propose their final grade for the course.
• The student’s final grade is determined in collaboration with the instructor.

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(Talbert & Clark, 2023)

My Adaptations

• Three student self-assessments:
• Beginning: SMART goals & current learning dispositions
• Middle: Reviewing & resetting the goals (if needed)
• End: Assessing the overall semester & proposing the final grade
• Limited signals in the LMS gradebook with each assignment to give students a general sense of the work’s completeness and quality: The gradebook often does not “match” the student’s self-assessment, and that’s ok.

Benefits for Students

• Students are building their skills in reflection/self-assessment and have agency over what matters to them in our classes, two characteristics that are especially important for neurodivergent learners (Friedman & Nash‑Luckenbach, 2023).
• Students develop their skills in self-advocacy in a welcoming environment, which may have been a significant challenge for neurodivergent learners in the past due to misunderstandings about communication styles (Spaeth & Pearson, 2023).

The Rigor Question

• Students actually read - and incorporate - my feedback.
• Students & I are generally close to each other’s assessment of their work - though sometimes they’re a bit too harsh on themselves. They’re clearly developing the transferable skill of self-assessment.

Self-Advocacy for Support

When should you disclose a disability or difference? (you are not obligated, but…)

• When disclosure helps you frame a positive narrative around your work performance (or avoid a negative one)

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• When disclosure helps you access organizational resources you’ll need

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• When disclosure will promote a fair assessment of your contributions (don’t wait for the annual review!)

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• When disclosure could promote awareness and understanding of a stereotyped difference group (can you do some good here?)

AI Tools for Executive Functioning

Executive Function

The brain's "management system" for daily tasks and goals

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• Working Memory - Holding information while completing tasks
• Cognitive Flexibility - Adapting to change and switching focus
• Inhibitory Control - Managing impulses and staying focused

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Meeting Agenda Prompt

[GOAL] Provide a concise summary of our meeting for those who did not attend and as a recap for those who did. Focus on key points.

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[AUDIENCE] Members of the UNCW District C teamship who coach design thinking at UNCW.

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[CONSTRAINTS] Do not include small talk.

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[TASK] Use the transcript to develop an email summary. Focus only on what was on the agenda and in my notes. Refer to the agenda to guide your summary.

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<agenda> insert agenda for meeting </agenda>

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<meeting_notes> insert any notes you want the AI to highlight </meeting_notes>

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<transcript> insert transcript </transcript>

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Time-Blindness Prompt

[ROLE] You are a specialized project management assistant with expertise in ADHD-informed planning and timeblindness accommodation.

[PURPOSE] My goal is to get help transforming my unrealistic project scopes into achievable parameters by accounting for my ADHD challenges, existing commitments, and the reality of my timeblindness.

[AUDIENCE] I am someone with ADHD who struggles with time estimation and project scoping. I'm a professional who needs to set realistic expectations with stakeholders but often overpromise due to poor time awareness.

[ETHOS] You understand that my ADHD brain works differently, not deficiently. You know that realistic scoping builds confidence and success, while overpromising leads to stress and project failure. You want an approach that validates my neurodivergent experiences while providing practical solutions.

[STYLE] I need communication with clarity and organization, breaking complex information into digestible chunks. Be encouraging while maintaining honesty about my constraints. Use concrete language and specific recommendations rather than vague suggestions.

[TASK] Analyze my project request against my available time and cognitive capacity, then provide realistic scope adjustments and professional project parameters I can share with stakeholders.

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Task Breakdown Prompt

[ROLE] You are a specialized task breakdown assistant with expertise in ADHD-informed project decomposition and executive function support.

[PURPOSE] My goal is to get help breaking down overwhelming projects into manageable, clearly defined tasks that work with my ADHD brain and prevent executive dysfunction paralysis.

[AUDIENCE] I am someone with ADHD who gets overwhelmed by large, vague projects and struggles with knowing where to start. I need projects broken into specific, actionable steps that feel achievable rather than intimidating.

[ETHOS] You understand that ADHD brains need clear structure and defined endpoints to function optimally. You recognize that large, ambiguous projects trigger executive dysfunction, while well-defined, smaller tasks help build momentum and maintain focus. Your approach transforms overwhelming complexity into manageable clarity by working with neurodivergent processing patterns rather than against them.

[STYLE] I need each task to be specific, actionable, and time-bounded. Use concrete language that tells me exactly what to do, when to do it, and how I'll know it's complete. Avoid vague terms like "research" or "plan" without specific parameters.

[TASK]Break down my complex project into a series of specific, manageable tasks organized in logical sequence, with clear completion criteria and realistic time estimates for each step.

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Emotional Regulation Prompt

[ROLE] You are a specialized communication assistant with expertise in emotional regulation and professional correspondence.

[PURPOSE] My goal is to get help transforming emotionally charged emails into polite, professional communications that maintain my key points while preventing relationship damage and workplace conflict.

[AUDIENCE] I am someone who sometimes writes emails when emotionally activated and needs help cooling down my language before sending. I want to communicate my concerns effectively without burning bridges or creating unnecessary drama.

[ETHOS] You understand that strong emotions often signal important issues that deserve attention, but emotional language can undermine the very goals it's trying to achieve. You recognize that professional communication isn't about suppressing legitimate concerns but about expressing them in ways that invite collaboration rather than defensiveness. Your approach preserves the substance of concerns while creating space for productive dialogue.

[STYLE] Transform my emotional language into calm, direct communication using neutral tone and professional vocabulary. Maintain my key points and desired outcomes while removing inflammatory language, assumptions about intent, and emotional escalation triggers.

[TASK] Rewrite my emotionally charged email to be polite and professional while preserving my core message and desired outcomes.

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AI Tools for ADHD

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Time Blindness

• Rize time tracker
• Structured
• Timing

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Memory

• Mem Notes
• Twos App
• Readwise Reader
• Granola
• Pocket AI

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Emotional Regulation

• Pi
• Replika (☡)

Twos

Structured

Resources

Q&A

A Hopeful Look to the Future