"He's just naughty." "She's very shy." "He'll grow out of it." "She's stubborn." "Boys develop speech later."
How many Bangladeshi children have had their struggles dismissed with these phrases—while their actual needs went unmet for years?
Autism and ADHD are two of the most common neurodevelopmental conditions in children, affecting roughly 1 in 36 children (autism) and 5-7% of children (ADHD) worldwide. Yet in Bangladesh, these conditions remain dramatically underdiagnosed because parents, teachers, and even some doctors don't recognize the signs.At Mindspace, we believe every child deserves to be understood—not just managed. Early recognition and intervention can change the trajectory of a child's entire life.
The Problem: Missed Diagnoses in Bangladesh
Why Children Go Undiagnosed
| Barrier | Result |
|---|---|
| Lack of awareness | Parents don't know what to look for |
| Cultural interpretations | "Naughty," "stubborn," "shy" explanations |
| Stigma | Fear of labels prevents seeking help |
| Limited specialists | Few trained professionals available |
| Delayed speech normalization | "Einstein didn't talk until 4" myths |
| Gender bias | Girls present differently and are missed more |
| Punishment over understanding | Behavior seen as discipline problem |
The Cost of Late Diagnosis
- Lost developmental windows — Early brain plasticity not utilized- Academic struggles — Years of frustration in school- Self-esteem damage — Children think they're "stupid" or "bad"- Mental health problems — Anxiety, depression develop secondary to struggles- Family stress — Years of confusion and conflict- Social difficulties — Friendships suffer without intervention
Understanding ADHD: More Than "Naughty" Behavior
What Is ADHD?
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition affecting the brain's executive functions—the mental processes that help us plan, focus, remember instructions, and juggle multiple tasks.ADHD is not:- Bad parenting- Lack of discipline- Laziness- Low intelligence- A choice
ADHD is:- A brain-based condition- Genetic (runs in families)- Treatable with proper support- A different way of processing information- Often accompanied by strengths (creativity, energy)
Types of ADHD
| Type | Characteristics |
|---|---|
| Predominantly Inattentive | Difficulty focusing, easily distracted, forgetful, disorganized |
| Predominantly Hyperactive-Impulsive | Restless, talks excessively, interrupts, can't wait turn |
| Combined Type | Features of both (most common) |
Early Signs of ADHD in Children
Preschool Age (3-5 years):- Constantly on the go — Can't sit still even briefly- Difficulty with quiet activities — Storytime is impossible- Excessive climbing, running — Even in inappropriate situations- Interrupts constantly — Can't wait turn to speak- Difficulty following instructions — Even simple ones- Loses things frequently — Toys, shoes, etc.- Switches activities rapidly — Can't stick with one thing- Tantrums beyond typical — Intensity and duration
School Age (6-12 years):- Can't stay seated in class- Blurts out answers without raising hand- Difficulty completing homework — Takes hours for simple work- Messy, disorganized — Loses assignments, forgets books- Makes "careless" mistakes — Despite knowing material- Doesn't seem to listen — When spoken to directly- Avoids mental effort — Homework, reading, chores- Easily distracted — By sounds, sights, own thoughts- Forgets daily activities — Brushing teeth, chores
What ADHD Is Often Mistaken For
| ADHD Behavior | Misinterpretation |
|---|---|
| Can't sit still | "Naughty," "undisciplined" |
| Doesn't complete tasks | "Lazy," "doesn't try" |
| Interrupts | "Rude," "ill-mannered" |
| Loses things | "Careless," "irresponsible" |
| Forgets instructions | "Disobedient," "not listening" |
| Talks excessively | "Needs to learn manners" |
| Makes mistakes | "Not smart enough" |
| Intense emotions | "Dramatic," "spoiled" |
The Reality
A child with ADHD cannot simply "try harder" to focus or sit still. Their brain works differently. Punishing ADHD behaviors without proper support is like punishing a nearsighted child for not seeing the board.
Understanding Autism: More Than "Quiet" or "Different"
What Is Autism?
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition affecting social communication and behavior. It's called a "spectrum" because it ranges from mild to significant support needs.Autism is not:- Caused by bad parenting- Caused by vaccines- A disease that can be "cured"- The same in every person- Always accompanied by intellectual disability
Autism is:- A different way the brain is wired- Present from birth (but may not be obvious immediately)- Genetic component (runs in families)- Lifelong, but supports help significantly- A spectrum of experiences
Early Signs of Autism
In Infants (6-12 months):- Limited eye contact — Doesn't look at faces much- No social smile — Doesn't smile back at caregivers- Doesn't respond to name — By 12 months- Limited babbling — Less vocal than peers- No pointing/showing — Doesn't share interests- Unusual reactions — To sounds, textures, lights
In Toddlers (12-24 months):- Speech delay — No words by 16 months- Regression — Loses skills they once had- Limited pretend play — Doesn't feed dolls, play house- Repetitive play — Lines up toys, spins wheels- Doesn't imitate — Doesn't copy actions/sounds- Prefers alone play — No interest in other children- Unusual movements — Hand flapping, toe walking, spinning- Restricted interests — Intense focus on specific things
In Preschoolers (2-5 years):- Language differences: - Delayed speech - Echolalia (repeating phrases) - Unusual tone of voice - Difficulty with conversation - Takes things literally
- Social differences: - Doesn't play with peers appropriately - Limited facial expressions - Doesn't understand emotions - Prefers predictable interactions - Limited eye contact
- Behavioral patterns: - Repetitive movements (stimming) - Insistence on routines - Difficulty with transitions - Sensory sensitivities (sounds, textures, lights) - Intense interests in specific topics
What Autism Is Often Mistaken For
| Autism Behavior | Misinterpretation |
|---|---|
| Doesn't respond to name | "Ignoring," "disobedient" |
| Limited eye contact | "Shy," "rude" |
| Delayed speech | "Will grow out of it" |
| Doesn't play with others | "Introverted," "antisocial" |
| Repetitive movements | "Habit," "quirk" |
| Meltdowns from sensory overload | "Tantrums," "spoiled" |
| Rigid routines | "Stubborn," "OCD" |
| Intense interests | "Obsessed," "needs hobbies" |
Girls and Autism: The Hidden Population
Girls are significantly underdiagnosed because:- They often mask better — Copying others' social behavior- They may have different interests — Intense interest in people/animals instead of trains- They're often quieter — Seen as "shy" not autistic- Diagnostic criteria were developed studying boys- Social expectations differ for girls
Signs in girls:- Appears shy or quiet but struggles internally- Copies others' behavior to fit in- Has one close friendship rather than groups- Intense interests in socially acceptable topics (animals, celebrities)- Exhausted after social situations- Meltdowns at home but holds it together at schoolWhen "Speech Delay" Needs Attention
The Dangerous Myth: "Boys Talk Later"
While there's slight variation in language development, significant speech delay warrants evaluation regardless of gender.
Red Flags for Speech/Language
| Age | Concern |
|---|---|
| 12 months | No babbling, no gestures (pointing, waving) |
| 16 months | No single words |
| 24 months | No two-word phrases |
| Any age | Loss of previously acquired speech |
Speech Delay vs. Autism
Speech delay alone = Child communicates non-verbally, engages socially, understands languageSpeech delay + autism features = Limited non-verbal communication, reduced social engagement, may not understand gesturesBoth need intervention, but the type differs.
Getting Your Child Assessed
When to Seek Evaluation
Seek assessment if you notice:- Developmental milestones significantly delayed- Regression in any skills- Teacher concerns about behavior or learning- Social difficulties beyond typical shyness- Repetitive behaviors or unusual interests- Difficulty with transitions or changes- Sensory sensitivities affecting daily life- "Gut feeling" that something is different
Where to Go in Bangladesh
| Resource | Location | Services |
|---|---|---|
| Child Development Centers | Government hospitals (Dhaka, Chittagong, etc.) | Assessment, therapy |
| IPNA (Institute of Pediatric Neurodisorder and Autism) | Dhaka | Comprehensive autism services |
| CRP (Centre for Rehabilitation of the Paralysed) | Savar, Dhaka | OT, PT, speech therapy |
| NINS | Dhaka | Neurological assessment |
| Private developmental pediatricians | Major cities | Assessment, referrals |
| Autism Welfare Foundation | Multiple locations | Support, therapy |
What to Expect in an Assessment
Preparing for Assessment
- Write down concerns — Specific examples- Bring school reports if available- List milestones — When child achieved them- Video examples — Of concerning behaviors- Family history — ADHD, autism, learning disabilities in relatives- Be honest — Don't minimize or exaggerate
Early Intervention: Why It Matters
The Science of Brain Plasticity
Young brains are incredibly adaptable. The connections being formed in early childhood can be shaped by intervention.- Ages 0-3: Maximum brain plasticity- Ages 3-6: Still highly adaptable- After 6: Intervention still helps, but early is better
Types of Intervention
For Autism:| Intervention | Description |
|---|---|
| Speech therapy | Communication skills |
| Occupational therapy | Daily living skills, sensory processing |
| ABA (Applied Behavior Analysis) | Skill building, behavior support |
| Social skills groups | Learning to interact |
| Developmental approaches | Floor time, DIR |
| Special education | Tailored academic support |
| Intervention | Description |
|---|---|
| Behavioral therapy | Strategies for parents and child |
| Medication | When appropriate, under specialist care |
| Academic accommodations | Extra time, seating, etc. |
| Organizational skills training | Systems for managing tasks |
| Social skills support | If needed |
| Parent training | Managing behavior effectively |
Outcomes with Early Intervention
Children who receive early, appropriate intervention show:
- Better communication — Even non-verbal children can learn to communicate- Improved social skills — Ability to make friends, navigate social situations- Academic success — Many can attend mainstream school with support- Independence — Life skills for self-care and daily living- Better mental health — Less anxiety, depression, behavioral issues- Quality of life — For child and whole family
What Parents Can Do
If You Suspect Something
Supporting Your Child at Home
For ADHD:- Clear, simple instructions (one step at a time)- Visual schedules and reminders- Break tasks into smaller pieces- Provide movement breaks- Consistent routines- Positive reinforcement for effort- Reduce distractions during homeworkFor Autism:- Visual supports (picture schedules, social stories)- Prepare for transitions- Respect sensory needs- Create calm spaces- Encourage communication (any form)- Follow their interests- Be consistent and predictableWhat NOT to Do
❌ Don't deny — Hoping it goes away wastes time❌ Don't blame yourself — It's not your parenting❌ Don't compare — Every child is different❌ Don't punish symptoms — They can't help it❌ Don't isolate — Connection helps❌ Don't listen to myths — Seek evidence-based information❌ Don't give up — Progress is possible
Mindspace: Supporting Neurodivergent Children and Families
At Mindspace, we understand the unique challenges of raising neurodivergent children:
Our Services:
- Developmental screening — Early identification- Parent counseling — Navigating the journey- Behavioral support — Strategies for challenging behaviors- Family therapy — Supporting the whole family- Sibling support — For brothers and sisters- School advocacy guidance — Getting appropriate support- Mental health care — For anxiety, depression that may accompany
We Help Families:
- Understand their child's diagnosis- Navigate the healthcare system- Find appropriate therapies- Manage stress and emotions- Advocate for their child- Connect with resources- Build on their child's strengths
A Message to Parents
To every parent who has wondered if their child is "just naughty" or "just shy":
Your instincts matter. If something feels different about your child's development, it's worth exploring—not to label them, but to understand and support them.A diagnosis isn't a limit—it's a roadmap. It explains why your child experiences the world differently and opens doors to support that can help them thrive.
Your child is not broken. They don't need to be "fixed." They need to be understood, supported, and celebrated for who they are.
Early intervention isn't about changing your child—it's about giving them tools to navigate a world not built for their brain. The earlier you start, the more tools they'll have.
Don't wait for them to "grow out of it." Act now. Their future is worth it.Frequently Asked Questions
Will a diagnosis label my child forever?
A diagnosis is a tool for getting help, not a permanent label. Many people with ADHD and autism lead successful, fulfilling lives—especially with early support.Can children "grow out of" autism or ADHD?
These are lifelong conditions, but symptoms and challenges can change significantly with intervention and maturation. Many adults manage very well.Is medication necessary for ADHD?
Not always. Behavioral strategies are first-line for young children. Medication may be recommended for older children with significant symptoms. This is a decision to make with specialists.Will my child be able to attend regular school?
Many children with autism and ADHD attend mainstream schools with appropriate support. Some benefit from specialized settings. Every child is different.What causes autism and ADHD?
Both have strong genetic components and involve brain differences. They are NOT caused by parenting, vaccines, or "too much screen time" (though screens may worsen some ADHD symptoms).If you're concerned about your child's development, don't wait. Contact Mindspace today for guidance, support, and resources.Every child deserves to be understood. Let us help you understand yours.