Characteristics of Neurodiversity-Affirming Paediatric Occupational Therapy: A Scoping Review

Objective: The Research Project’s objective was to provide an overview of the available literature pertaining to Neurodiversity-Affirming (NDA) paediatric Occupational Therapy. This was to answer the question: “What does the literature tell us about the characteristics of NDA paediatric Occupational Therapy?” Introduction: The neurodiversity paradigm is emerging in the literature and encourages health professionals to adopt an NDA perspective to therapeutic practice. A scoping review was completed to provide an overview of the available evidence concerning NDA paediatric Occupational Therapy practice. Inclusion Criteria: To be included, articles needed to discuss Occupational Therapy, NDA practice, and Neurodivergent young people up to the age of 18. The types of evidence sources included were open to both academic literature and grey literature, to encompass a broad range of articles. Methodology: The Joanna Briggs Institute (JBI) scoping review framework (Peters et al., 2024) and Arksey and O’Malley’s (2005) scoping review framework were used. A three-step search strategy was employed to identify relevant evidence sources across Taylor and Francis, CINAHL Ultimate, Google, and Google Scholar. Evidence sources were limited by publication date (2014-2025) and language (English). All identified sources were screened against the inclusion criteria through title and abstract screening, followed by full-text screening. Thirty articles were selected for inclusion. A data extraction form was created and piloted prior to being used to extract the relevant information. Data analysis included quantitative analysis and basic qualitative content analysis. Findings: The findings were grouped into the characteristics of the evidence sources and the characteristics of NDA paediatric Occupational Therapy. It was found that NDA paediatric Occupational Therapy involved taking a strengths-based approach, accepting neurodiversity, supporting access and inclusion, and prioritising client-led meaningfulness. NDA practice approaches like task and environmental adaptations, and coaching and education were identified and recommended in the evidence sources. Additionally, specific intervention frameworks that are potentially non-NDA were highlighted and described. Conclusion: NDA paediatric Occupational Therapy bears some similarities to typical Occupational Therapy practice, but with distinct differences. These differences include NDA practice’s emphasis on task or environmental adaptations, and the provision of education and coaching, rather than focusing primarily on skill development. The importance of accepting neurodiversity rather than attempting to change individuals was also emphasised. The Research Project provided a summary of the available literature regarding NDA paediatric Occupational Therapy.