ALPIMS · NEURODIVERGENCE
Different minds. Individual support.
Understand your experiences and find tools that fit how you think, sense and communicate.
Explore practical tools ↓
This page offers information and practical options. It is not a diagnostic test.
What does neurodivergence mean?A broad term, not a diagnosis.
Neurodiversity describes variation in how human brains work. Neurodivergent describes a person whose thinking or processing differs from what is considered typical.
The term commonly includes autism, ADHD, dyslexia, dyspraxia and Tourette syndrome. People use the term differently; it has no single clinical definition.
Differences can involve attention, learning, movement, sensory processing, communication or regulation. A person may have strengths, difficulties and substantial disability. Needs can change with the setting and available support.
No single profile describes everyone. Use the language the person prefers.
Different profiles can overlapRecognise differences without diagnosing yourself.
Autism: differences in social communication, patterns of interests or routines, and sensory experience.
ADHD: differences involving attention regulation, impulsivity and/or activity levels, often affecting everyday organisation.
Dyslexia: difficulties with accurate or fluent reading and spelling.
Dyspraxia / developmental coordination disorder: difficulties with movement coordination.
Tourette syndrome: motor and vocal tics.
A person can have more than one condition. Similar experiences can also arise from sleep problems, pain, illness, trauma or medication effects. A checklist alone cannot distinguish these.
Tools that may help
Tap a coloured button ↗. These are options to adapt, not tasks to complete.
Sensory comfortAdjust the input.
Notice one difficult input: sound, light, texture, smell or a busy space. Try a quieter spot, softer lighting or clothing you tolerate. Some people prefer more movement or other comfortable sensory input.
Quick tool: “Less ___ / more ___ / a break from ___.”
Make it fit: choose input that remains comfortable if you also have migraine, pain or reactions to materials.
Sensory check-in — Coming soon Sensory support — Coming soonStarting & organisingPut one step outside your head.
Write one action: “Open the document” or “Put the cup by the sink.” Keep needed items visible and use a short checklist, reminder or optional timer.
Quick tool: “Next step ___ / help needed ___.” A trusted person can sit alongside you if that helps.
Make it fit: shorten or delegate the task when fatigue or pain limits capacity. Reminders should support you, not create pressure.
Daily Living — Coming soon Make one task easier — Coming soonCommunication & processingMake information easier to use.
Ask for one question at a time, direct wording, written instructions and time to respond. Speech, typing, pictures or communication aids may suit different situations.
Quick tool: “Please ___ / I need time to ___ / I will respond by ___.”
Make it fit: respect the person’s communication style. Eye contact and immediate speech are not required to show attention.
Communication preferences card — Coming soon Relationship check-in — Coming soonPredictability & transitionsMake the next change visible.
Use a brief plan: what happens now, what happens next and what can change. Give advance notice where possible and leave space between activities.
Quick tool: “Now ___ / next ___ / if plans change ___.”
Make it fit: offer choices and an alternative plan. A useful routine allows for changing health and capacity.
Routine & transition planner — Coming soonOverload & recoveryReduce demands before adding tools.
If input or demands become overwhelming, try a safer, quieter space, fewer questions and a pause. Agree on a simple signal for “I need a break.”
Quick tool: “Pause / less input / help with ___.” Choose grounding or breathing exercises only if comfortable.
Make it fit: dizziness, palpitations or pain may need physical assessment too. For PEM, consider mental, social and sensory effort and delayed worsening.
Emotions check-in — Coming soon My overload & recovery plan — Coming soonStrengths & supported participationKeep what matters within reach.
Use interests and preferred ways of learning. Adapt a valued activity: a shorter visit, text instead of a call, a quieter time or practical help.
Quick tool: “What matters ___ / adjustment ___ / supporter ___.”
Make it fit: the aim can be comfort, access or connection. You do not need to become more productive to justify support.
Care & Support — Coming soon My needs & preferences — Coming soonMasking, exhaustion & changing capacityVisible coping may hide effort.
Some people hide differences or copy expected behaviours to fit in. This is often called masking. Someone may appear to cope while finding the effort costly.
Ask what the activity takes and how much recovery is needed. Allow safer ways to communicate, move and participate without requiring a performance of being comfortable.
“Autistic burnout” is used to describe prolonged exhaustion and reduced capacity associated with sustained demands. New or persistent loss of function also needs assessment for other contributors, including depression, sleep problems and physical illness.
Neurodivergence & the ALPIMS domainsConnections vary between people.
Sensory: differences in sensory processing can shape access, comfort and overload.
Anxiety & Autonomic: uncertainty or overload may contribute to anxiety. Dizziness or a racing heart also deserves assessment for physical causes.
Pain & Laxity: pain or joint difficulties may change positioning, movement and tool choice. These concerns need their own assessment.
Immune: allergies or inflammatory conditions may add demands and restrict tolerated environments or materials.
Mood & Trauma: depression, anxiety or trauma can coexist and may need care adapted to communication and sensory needs.
These are practical connections, not proof of one cause. Neurodivergence does not explain every symptom, and ALPIMS is not a diagnosis.
Explore the ALPIMS domains — Coming soonProfessional care & supportAssessment and practical adjustments.
If differences affect daily life, discuss assessment or support with a GP or an appropriately qualified clinician. Bring examples of difficulties, strengths, early experiences and what helps.
Occupational therapy, communication support, educational adjustments or condition-specific treatment may be useful, depending on the person. Ask providers to adapt appointments and explanations.
Practical adjustments can often begin while assessment is being considered. Formal services and funding have their own eligibility requirements.
Care & Support — Coming soon Prepare for an assessment or appointment — Coming soonMore tools & resourcesChoose one next step.
Sources & further readingOfficial information behind this page.
The practical prompts are ALPIMS suggestions, not validated diagnostic tools. UK sources describe UK services; Australian assessment and support pathways differ.
About this information & your careGeneral information and individual choice.
This page does not diagnose neurodevelopmental or other conditions. Tools may help some people and not others. Use individual advice for treatment decisions and seek care for new, worsening or unexplained symptoms.
Share only the personal information you choose. Before using an online tool, check how information is stored and shared.
For immediate danger or a medical emergency in Australia, call 000.