Attention: Autism vs ADHD

In psychology and neuroscience, we recognise several types of attention. Understanding them helps clarify how attention can function differently for autistic individuals and people with ADHD. In this blog, we describe the main types of attention, how they typically differ between autistic and ADHD profiles, and what this means for parents, professionals and neurodivergent people themselves.

Types of Attention

There are five main types of attention, as described below:

1. Sustained Attention

Ability to maintain focus on a task or stimulus over time (e.g., listening to a lecture or reading a book).

2. Selective Attention

Ability to focus on a specific stimulus while ignoring distractions (e.g., reading in a noisy room).

3. Divided Attention

Ability to manage multiple tasks or stimuli simultaneously (e.g., cooking while talking on the phone).

4. Alternating Attention

Ability to switch focus between tasks with different demands (e.g., answering emails, then helping a child with homework).

5. Executive Attention

Involves being able to regulate attention to be able to complete a chosen goal from planning to decision-making, executing and completing the various tasks.

Attention in Autism vs ADHD

Differences in how attention is experienced and expressed are central for many autistic people and people with ADHD, but these differences present in qualitatively distinct ways. Importantly, both patterns reflect variation in attentional regulation, rather than deficits in capacity.

While people with ADHD often experience attention as being highly responsive to novelty and external stimuli, leading to distractibility and rapid shifts of focus, autistic attention is frequently intrinsically motivated, sustained, and deeply focused, especially when directed toward personally meaningful interests.

Comparing Attention Profiles in Autism and ADHD

Key Differences Between Autism and ADHD

Autism: Attention is often narrow but deep, guided by a monotropic style. Focus tends to centre on long-standing, personally meaningful interests. Switching between tasks can be effortful, especially when routines are interrupted. Distractibility occurs from sensory overload or internal processing demands rather than external novelty. Areas of deep interest tend to last months and years.

ADHD: Attention is often broad and variable; attention can be intense in short bursts. There’s a tendency to jump between stimuli and lose track of tasks. Distractibility is often internal (e.g., thoughts, imagination) and impulse-driven. Hyperfocus is possible when the person is very interested and/or the stimulus is novel. Strong interests tend to come and go, lasting hours or days rather than months or years.

Clinical and Personal Takeaways

• Offer support based on attentional differences, avoiding assumptions that sustained focus is inflexible or that distractibility reflects poor motivation or behaviour.
• Co-occurring features of both attention profiles are common and may reflect an AuDHD profile (autistic and ADHD traits or diagnosis).
• Tailor strategies to the attentional profile: for example, build in time for focused, interest-based engagement (monotropism) in autistic people, and optimise conditions for hyperfocus in ADHD (e.g., minimise distractions, consider time of day, and use visual/auditory cues to support engagement).
• Adjust expectations around attention, considering factors like sensory load, social context, time of day, and competing demands that may affect capacity.
• Support executive attention by embedding predictable routines for both profiles, while incorporating autonomy, novelty, and flexibility for people with ADHD.

Where to from here

On 20 June 2025, we will present our event, Autism, ADHD and Executive Function.

What you will gain from the course:

1. Achieve an up-to-date understanding of the co-occurrence of autism and ADHD, and the status of treatments for ADHD and executive function based on the latest research
2. Understand the unique strengths and challenges that occur when an autistic person also has ADHD
3. Know the pros and cons of medication for ADHD for autistic individuals across the age span
4. Know how to support an autistic student with ADHD or executive function difficulties in the classroom, as a teacher and/or a parent
5. Implement strategies as an autistic adult managing ADHD in the workplace
6. Support an autistic person with ADHD at home– developing realistic expectations and support strategies
7. Learn strategies to manage ADHD as an autistic adult or adolescent