Dr Becky Quicke
speaker
100 appearances
1 recordings
1 series
first heard Mar 2025
last heard Mar 2025
Dr Becky Quicke’s voice in public audio — every appearance, attributed to the second.
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or dhd this window of capacity is really quite narrow and it's so easy for children to become either completely overwhelmed overstimulated or underwhelmed and i'm actually talking about babies even here dr becky quick is a clinical psychologist with over two decades of experience in assessing girls for adhd and autism she's a committed advocate for neuroverse children and adults
Toddler tantrums versus meltdowns and overwhelm. They really are different. Our aim at Autistic Girls is to help families, their child is ADHD, to understand that, what that means, so that they can kind of work it out together rather than child kind of developing ways of trying to shut that down, not feel it, you know, mass.
When a child comes to understand themselves and actually even just giving the diagnosis... it can actually change things really significantly.
Oh, thank you for having me.
I think in my professional life, so as a clinical psychologist assessing people, I hope this doesn't sound arrogant, but I don't ever feel like, oh, that doesn't make sense. Like, that's my thing that actually, it does always make sense. So we do a screening call with people and... They'll start to describe their experiences. And I'm always thinking, oh, yeah, that makes sense.
So, yeah, I think I get that. Yeah, that makes sense. So there isn't anything I think when I'm working professionally. But personally, there are oftentimes where I mean, because I'm obviously in a different mode in my personal life. And sometimes I kind of think, so my partner is autistic, and it's only recently that we're kind of like, oh, actually, you're also inattentive ADHD.
It's not hyperactive impulsive, but it's inattentive. So until we made that realization, and now that's really helpful, but until then... A lot of stuff didn't make sense because he likes things to be really kind of quite exact and quite precise. And then he would make a lot of careless errors and my brain would be like, what's going on? So, yeah, I guess.
But that's how it is, isn't it, in our personal lives? Like in my professional life as a clinical psychologist, I'm focused, I'm thinking, I'm making sense, helping people to make sense of things. I'm trying to understand things. And so it kind of does make sense. But then, yeah, in my personal life, I sometimes might. It might be different.
Yeah, so that will quite often come up in, obviously, in the screening assessments. So there's a few things that ring bells, but not necessarily about the actual diagnostic criteria. Let me explain. So they might say, they might say, Or you might say something that like, oh, I kind of, I do like to have things predictable. I really have that preference predictability in routines.
But then actually sometimes I really don't. And so I don't understand like, which is it? So that happens. That's a very, very common one. Or sometimes I really love, you know, going out and social, you know, being with people. Then sometimes actually I can't see anybody for a long period of time. So, you know, those kind of things come up and I'm like, oh, okay, what's kind of going on here?
In the past, well, I've got a few things that I think that have changed quite a lot. In the past, first of all, with adults, people who had autism diagnoses were seen within learning disability services. Yeah. So I've worked in learning disability services and that's where people would be referred to. But a lot of those people with autism didn't have a cognitive learning disability at all.
So and I don't think that's happening. That's I think that's shifted. That's changed. And I think that this is quite a big shift. I think this is sort of building. and building is that a lot of diagnostic assessments in the past have been based primarily on observation. So observing how somebody behaves rather than actually getting to understand their internal experience.
So I do think in the past sort of few years, we're starting to, thank goodness, starting to, understand that actually how someone behaves doesn't necessarily indicate how they're experiencing the world and so I think there's been a real shift from kind of observational assessments and it just makes me feel really uncomfortable the thought of just observing someone.
Yeah, it doesn't sit with me, but also I just don't think it's that helpful. So moving towards more collaborative discussions where we are, and this is absolutely our ethos at Autistic Girls and Autistic Women, where we're trying to...
understand somebody's internal experiences because you know there's lots of reasons why people might not express that and not feel comfortable in certain situations to express how they're experiencing the world it might not come out sort of in external behavior as it were that internal experience that you're describing what could that feel like for a child and how could a parent look out for presentations of that feeling
So, or DHD, there is a very narrow kind of window of capacity. Actually, it used to be called, well, it's often referred to the window of tolerance, but I put that on LinkedIn recently and someone really helpfully shared that they describe it as the window of
So this window of capacity is really quite narrow and it's so easy for children to become either completely overwhelmed, overstimulated or underwhelmed. I'm actually talking about babies even here or underwhelmed. So not having enough stimulation. So it might be that you notice that your baby absolutely loves the, you know, the toys.
You get these, even when the baby's in the line on the backs and these toys with these flashing lights and it's all, you know, amazing. And the baby might be absolutely engaging with that and thinking that's amazing. Kicking the legs, but then actually having significant pleasure difficulty is regulating. And as a parent, the baby is crying and crying and crying.
And so it's kind of, even at that early age, and I've experienced that myself as a parent, so I can kind of talk about that, that it's really, really tricky to get that balance of giving enough stimulation, but not overstimulating. So kind of fast forward into kind of toddlerhood and preschool and into school, that's definitely a really, really tricky area, I think, for parents.
Yeah, and I guess as a child experiencing that, you know, that's really, really difficult. You know, wanting that stimulation, getting excited about things, but then feeling completely overwhelmed and then dysregulated. And often that can come out in behaviour.
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