Neurodiversity in the Workplace: Rethinking Cognitive Strengths

By Heartscape Intern, Gladys

For decades, traditional psychology has relied on the medical model, which assumes that conditions like ADHD, ASD, and dyslexia, are medical diseases and disorders which lead individuals to have deficits and experience functional limitations. (Dwyer, 2022)

The medical lens implies that if someone’s neurological configuration and functioning differ from the neurotypical person’s, there is something wrong with them that needs to be fixed. Following this framework, neurodivergent individuals are treated as if they’re dysfunctional versions of “normal,” and the corresponding response to this framework is to treat and bring them back onto the “normal” developmental route that humans “typically” take. (Dwyer, 2022) 

However, in recent years, research has presented new perspectives on how we view these conditions and signalled the need for a shift from the traditional deficit-focused view towards a more all-inclusive understanding of neurodevelopment. The neurodiversity paradigm suggests that variations in human thinking are natural, and not simply a deviation from “typical development” that needs to be corrected.  

In the following paragraphs, we look at how the new paradigm changes our ideas about neurodevelopment, and the effect this shift has on neurodivergent individuals and workplaces.

The Neuroscience of Cognitive Diversity

With increasing research surrounding variations in human thinking, researchers have found possible biological explanations for such differences. 

• ADHD is linked to weaker function and structure of prefrontal cortex circuits, which is known to be associated with attention, behavior, and emotion regulation. Differences have particularly been observed in the right hemisphere, which is specialized for behavioral inhibition. (Arnsten, 2009)

• ASD is characterized by atypical volume of gray and white matter in discrete brain structures, on top of enlarged total cerebral volume. (Hernandez et al., 2015)

• Dyslexia is linked to significantly smaller right anterior lobes of the cerebellum, pars triangularis bilaterally, and brain volume. (Eckert et al., 2003)

Besides variations in the physical structure of the brain, researchers have also observed differences in the operation of brain networks. 

• Individuals with autism may exhibit variations in executive frontal network (EFN) function, which can impact their ability to engage in specific tasks and situations. (Padmanabhan et al., 2017)

• For individuals with ASD, default mode network (DMN) dysfunction is a significant component of social impairments. (Padmanabhan et al., 2017)

Perception and Bias: How Cognitive Differences Are Framed:

Besides neuroscience, another important aspect of understanding neurodiversity is examining how we perceive those differences. When trying to understand concepts that are less familiar to us, we may lean on bias, which are mental shortcuts that shape our judgments. 

Biases are one of the most challenges in embracing neurodiversity. Many cognitive traits associated with neurodivergent conditions can be interpreted in multiple ways, depending on the context and preconceived expectations. For example: impulsivity could be interpreted as spontaneity, and vice versa, and the same applies for rigidity and consistency. 

Two biases that are most prominent in this context are:

Availability heuristic: 

• What it is: Mental shortcut where the individual makes judgments based on the availability of the information held in their memory about the particular type of event. (APA Dictionary of Psychology, n.d.a)

• Example: Someone strongly believes the plane they are on will crash solely because plane crashes are dramatic and widely reported, thus memorable.

• In this context: A manager may form a distorted view that neurodivergent employees are less competent and more likely to miss deadlines, solely based on one occurrence of a neurodivergent employee missing a deadline.

Confirmation bias: 

• What it is: Tendency to gather evidence that confirms preexisting expectations, typically by only accepting supporting evidence while dismissing contradictory evidence (APA Dictionary of Psychology, n.d.b)

• Example: Someone believes that cats are unfriendly. When a cat ignores them, they take this occurrence as proof of their existing opinion, while ignoring cats that seek affection.

• In this context: A manager may believe that neurodivergent employees are poor communicators. When a neurodivergent team member stumbles in a presentation, they note this as proof of poor communication. Meanwhile, they overlook well-structured written reports and successful client calls that prove otherwise.

As a result of these biases, organisations isolate and penalise these individual traits instead of recognising the context of such behaviours, and discount the value of a neurodivergent employee unfairly. 

Rethinking Talent: A New Cognitive Framework

One benefit of restructuring how we look at neurodevelopmental differences is the appreciation of specific strengths of neurodivergent individuals resulting from such variations. 

Some examples of these traits are:

• Hyperfocus: When some neurodivergent individuals are engaged in topics of interest, they are more able than neurotypical individuals to concentrate intensely for long periods. They can thus become knowledgeable experts in these areas.

• Creativity and innovation: For some neurodivergent individuals, divergent thinking allows them to approach problems from unique angles. This allows them to generate new and creative solutions that may be overlooked by neurotypical thinkers. 

• Sensory sensitivity: Neurodivergent individuals with heightened sensory sensitivity may have enhanced awareness of subtle details that others may overlook. This makes them excel in skills like precision and problem-solving.

Rethinking Work: Toward Neuro-Inclusive Design

We now know that on top of being equally as capable in various aspects, neurodivergent individuals also bring unique strengths to the table that could enhance team performance. The question then is, how do we reconstruct modern workplaces to remove structural barriers and provide a conducive environment for these individuals to be at their full potential?

This could look like: 

• Providing quiet spaces in the office: Open-concept offices have become the new norm, with growing emphasis on cooperation among coworkers. However, for neurodivergent individuals who are hypersensitive to their senses, noise and the lack of privacy can be overwhelming. Providing low sensory areas can be incredibly helpful for those who require a quieter environment to be at their best. 

• Accommodating to needs for flexibility: Rigid schedules and task expectations can create stress and hinder productivity for those who struggling with cognitive flexibility,  especially associated with anxiety-related symptoms in persons with ASD. (Zwick, 2017) By allowing neurodivergent individuals to work at their own (reasonable) pace, the company benefits from increased productivity and enhanced performance. 

• Creating an inclusive and accepting workplace culture: Research suggests that when neurodivergent individuals try to hide their differences and appear more neurotypical, they are more likely to experience burnout, anxiety, depression, and related mental health issues. (Dwyer, 2022) Creating a culture of acceptance can help them embrace their differences and also lead to better team cohesion.

When understood and supported, neurodivergence brings a range of cognitive differences that are powerful assets. Supporting neurodivergent employees at the workplace not only benefits these employees, but also their coworkers and the company as a whole. By creating a more inclusive environment and recognising each employee’s unique strengths and weaknesses, teams can stand to benefit from an optimised workflow that plays to each member’s qualities, and everyone can thrive! 

References:

APA Dictionary of Psychology. (n.d.a). https://dictionary.apa.org/availability-heuristic

APA Dictionary of Psychology. (n.d.b). https://dictionary.apa.org/confirmation-bias

Arnsten A. F. (2009). The Emerging Neurobiology of Attention Deficit Hyperactivity Disorder: The Key Role of the Prefrontal Association Cortex. The Journal of pediatrics, 154(5), I–S43. https://doi.org/10.1016/j.jpeds.2009.01.018

Dwyer P. (2022). The Neurodiversity Approach(es): What Are They and What Do They Mean for Researchers?. Human development, 66(2), 73–92. https://doi.org/10.1159/000523723

Eckert, M. A., Leonard, C. M., Richards, T. L., Aylward, E. H., Thomson, J., & Berninger, V. W. (2003). Anatomical correlates of dyslexia: frontal and cerebellar findings. Brain : a journal of neurology, 126(Pt 2), 482–494. https://doi.org/10.1093/brain/awg026

Hernandez, L. M., Rudie, J. D., Green, S. A., Bookheimer, S., & Dapretto, M. (2015). Neural signatures of autism spectrum disorders: insights into brain network dynamics. Neuropsychopharmacology: official publication of the American College of Neuropsychopharmacology, 40(1), 171–189. https://doi.org/10.1038/npp.2014.172

Padmanabhan, A., Lynch, C. J., Schaer, M., & Menon, V. (2017). The Default Mode Network in Autism. Biological psychiatry. Cognitive neuroscience and neuroimaging, 2(6), 476–486. https://doi.org/10.1016/j.bpsc.2017.04.004

Zwick G. P. (2017). Neuropsychological assessment in autism spectrum disorder and related conditions. Dialogues in clinical neuroscience, 19(4), 373–379. https://doi.org/10.31887/DCNS.2017.19.4/gzwick