Children with autism spectrum disorder (ASD) and similar conditions experience and cope with their surroundings in a unique way. Although a visit to the emergency department (ED) is stressful for any child, the stress for those with ASD and similar conditions can overwhelm their ability to cope. Many elements of visiting the ED contribute to the stress children with ASD experience; they are not feeling well or have an injury, the environment is foreign and filled with harsh stimuli, and the medical professionals they encounter may not understand their unique needs. Fortunately, through staff education, modifications to the environment, and individualizing care plans, a visit to the ED can be a more positive experience for children with ASD. [ Pediatr Ann. 2019;48(8):e333–e336.]

PurposeAn applied study using convenience data was conducted to compare the experiences of neurodivergent adults undergoing workplace coaching before and during the pandemic.Design/methodology/approachThe naturally occurring opportunity permitted a comparison of face-to-face and remote coaching in three cohorts, pre-pandemic (100% face-to-face), forced-remote (100% remote) and choice (remote or face-to-face; 85% selected remote). A total of 409 participants self-reported performance before and 12 weeks after completing an average of 11 h coaching.FindingsSignificant differences between before and after scores for performance, with large effect sizes, were reported for all three cohorts across six dependent variables: memory, time management, organisational skills, stress management, understanding neurodiversity and concentration. There was no significant difference between the cohorts in terms of the magnitude of the effect. There were significant differences between the cohorts in terms of which topics were chosen as foci for the coaching, with executive functions related topics becoming less popular in the choice cohort.Research limitations/implicationsThe authors abductively reasoned the results to suggest a positive relationship between personalised environments and cognitive demands for this client group. They call for further, theoretically grounded research exploring the role of coaching and environment in understanding the work performance of neurodivergent adults at work.Originality/valueThe study contributes to the emerging knowledge on the different experiences of in-person and video-mediated coaching. The focus on neurodivergent employees, which are heretofore less well researched within the workplace, provides essential data to support practitioners in maximising opportunity for a marginalised group.

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