Learning the Cherry AADI: ADHD and Autism Assessment for Adults
Credits: 8 Continuing Education Hours
Provider: Therapist Learning Center, LLC is an NBCC Approved Continuing Education Provider (ACEP No. 7422). Programs not eligible for NBCC credit are clearly marked. We are solely responsible for all program aspects.
What Participants Are Saying
Important Course Information
The assessment tool, called Cherry Adult ADHD-Autism Diagnostic Interview (Cherry AADI), is a revision of the previous Comprehensive Clinical Assessment (CCA) that results in an official diagnosis. The Cherry AADI is sufficient for requesting accommodation, medication management, and disability support applications.
Here is Lindley’s counseling website to show you how she advertises: https://cc-betterworks.com/adult-adhd-and-autism-assessments/
What is the Cherry AADI?
Cherry Adult ADHD-Autism Diagnostic Interview (Cherry AADI)
The Cherry Adult ADHD-Autism Diagnostic Interview (Cherry AADI) is a comprehensive, ICD-11 and DSM-5-TR compliant clinical assessment specifically designed for identifying ADHD, autism, and co-occurring presentations (AuDHD) in adults. Developed by Lindley Cherry, LCMHC, QS, NCC, this innovative clinical interview addresses critical gaps in traditional assessment approaches while providing legally and ethically compliant, culturally responsive neurodivergent evaluation.
Why the Cherry AADI Exists:
Adults seeking neurodivergent assessment deserve accurate, affirming diagnoses that lead to meaningful accommodation and self-understanding. Traditional tools often fail because they were designed for children, based on white cis-male presentations, and do not account for decades of masking and adaptation. The Cherry AADI was built specifically to bridge this gap.
If traditional assessment tools are like using a roadmap designed for children to navigate an adult's complex life journey, the Cherry AADI is like having a GPS that accounts for all the detours, alternate routes, and unique destinations that adults have developed over decades of experience.
The Cherry AADI is a comprehensive clinical assessment that combines a semi-structured interview, a gold standard of mental health diagnosis, with established psychometric instruments, such as the PHQ-2 (no, that is not a typo). Like the widely respected MIGDAS-2, it provides a consistent set of core diagnostic questions while keeping the flexibility to adjust the sequence and ask follow-up questions through skilled clinical conversation for a more in-depth exploration of responses rather than relying solely on standardized scores. Overall, the Cherry AADI includes systematic data gathering, differential diagnosis protocols, and comprehensive documentation that meets professional standards for accommodation requests and medical treatment.
Program Description
8 Continuing Education Hours
The Cherry Adult ADHD-Autism Diagnostic Interview (Cherry AADI) is a comprehensive clinical assessment method for identifying ADHD, autism, and co-occurring presentations in adults. Built on the ICD-11 framework as its primary diagnostic system, "Learning the Cherry AADI: ADHD and Autism Assessment for Adults" equips clinicians to translate findings into the DSM-5-TR format required for insurance, institutional, or provider communication. This training provides mental health professionals with an evidence-based assessment framework that addresses critical gaps in traditional approaches, including tools designed specifically for adult presentations, culturally responsive evaluation methods, and systematic recognition of masking behaviors and compensatory strategies.
Participants will learn to conduct a 180-minute semi-structured clinical interview protocol that systematically evaluates attention regulation patterns, social communication differences, behavioral patterns, sensory processing, and environmental factors. The Cherry AADI follows gold-standard clinical interview methods (similar to the SCID and MIGDAS-2) while incorporating current research on late identification, gender differences in presentation, pathological demand avoidance (PDA), and co-occurring adult ADHD and autism (AuDHD) presentations. The training also covers differential diagnosis screening for commonly co-occurring and frequently misdiagnosed conditions.
Clinicians will develop proficiency in diagnostic criteria, DSM-5-TR translation skills, differential diagnosis and clinical decision-making, strengths-based clinical reporting, and professional documentation that meets standards for accommodations, medical collaboration, and disability services.
Learning Objectives
Upon completion of this training, participants will have developed competency in the following areas:
- Assessment Method: Apply the semi-structured Cherry AADI clinical interview protocol to conduct comprehensive assessments for adult ADHD and autism using the ICD-11 diagnostic framework, with the ability to translate findings to DSM-5-TR coding.
- Adult-Specific Presentation Recognition: Identify adult-specific manifestations of ADHD and autism, including masking behaviors, compensatory strategies, and late identification patterns that differ from childhood presentations.
- Diagnostic Framework Literacy: Distinguish between ICD-11 and DSM-5-TR as diagnostic systems, including their respective approaches to neurodevelopmental classification, and apply Cherry AADI criteria for accurate DSM-5-TR formulation.
- Differential Diagnosis Proficiency: Systematically evaluate and differentiate ADHD, autism, and co-occurring adult ADHD and autism (AuDHD) presentations from conditions with overlapping symptomatology, including anxiety, depression, bipolar disorder, OCD, and trauma-related disorders, through structured clinical reasoning.
- Cultural and Identity Competency: Integrate cultural, gender, and identity considerations into assessment practices, including adapting communication approaches and exploring how cultural factors influence trait expression, recognition, and diagnostic access.
- Strengths-Based Documentation: Construct professional diagnostic reports using neurodiversity-affirming language that meet standards for accommodation requests, disability services, and medical collaboration.
- Professional Standards and Ethics: Demonstrate understanding of scope of practice for master's-level clinicians conducting adult neurodivergent assessment, including regulatory compliance and ethical considerations.
Training Content Outline
Foundation & Frameworks
- Intro to the Cherry AADI
- Assessment Prep + Setup
- Ethical Considerations
Late-Identification Influencing Factors
- Individual Identity
- Cultural Considerations
- Environmental Aspects
Adult ADHD Presentations
- Attention Differences
- Behavior Differences
- Additional Features
Adult Autism Presentations
- Social Communication
- Behavior Patterns
- Additional Features
Adult AuDHD Presentations
- ADHD + Autism
- Internal Contradictions
- Amplified Experiences
Demand Avoidance & Camouflaging
- Drive for Autonomy
- Understanding Masking
- Recognition & Impact
Differential Diagnosis Screenings
- GAD, MDD, OCD, BD
- Compare to ADHD/Autism
- ADHD/Autism & Trauma
Implementation & Next Steps
- Clinical Report Writing
- Insurance vs Private Pay
- Marketing & Referrals
What's included in your cost:
8 CE Hours
Blank copy of Cherry AADI
Clinical Manual
Documentation Templates
Supporting Materials
Free follow-up consultation
Full List of Everything You'll Receive:
Completion certificate for 8 CEs by an NBCC-Approved Continuing Education Provider (ACEP No. 7422)
Blank copy of the Cherry AADI
Cherry AADI Clinical Manual
Documentation Templates Include:
- AI Prompt for Summarizing Client Reports
- Completed Cherry AADI Example
- Differential Diagnosis Screening Outcomes
- Outline for Formulation Documentation
- Sample Informed Consent for Cherry AADI
Supporting Materials Include:
- Autism Severity Level Determination Guide
- Cultural Competency Checklist
- Clinical Interview Script Summary
- Differential Diagnosis Breakdown Guide
- ICD-11 Clinical Findings to DSM-5-TR Guide
- Quality Assurance and Outcome Tracking
- Strengths-Based Language Transformation Guide
Optional follow-up consultation meeting (30 minutes)
Scheduling Options
Virtual Trainings
$1,395
- Join a public session with live interaction & Q&A
- Limited to 10 seats
- Free 30-minute follow-up consultation meeting
See below for everything included in your cost!
In-Person Events
$1,395
- June 2026 in Raleigh, NC
- Includes meals, additional time with trainer, etc.
- Limited to 30 seats
- Optional networking opportunities
Learn more now about the location and additional perks!
Group/Team - Custom
Starts at $5,395
- Personalized, private training scheduled only with your team
- Free 60-minute group follow-up consultation
- Contact Lindley for group bookings and inquiries
View options:
Small Group Training - $5,395
This option includes up to 5 participants and is a total of 8 hours long. This training can be done in person or virtually, depending on the location of your practice and space availability.
Medium Group Training - $7,395
This option includes 6 - 9 participants and is a total of 8 hours long. This training can be done in person or virtually, depending on the location of your practice and space availability.
Large Group Training
This option is for practices wanting 10+ participants trained and costs $1,000 per hour.
With more than 10 participants, extra time is added to the training to allow extended Q&A time while we are all together.
This option is scheduled however you wish (over multiple consecutive days, over the course of several weeks, etc.).
The total training time, and therefore total cost, will depend on the number of participants due to the amount of time additionally needed to support a large group.
For example, I trained a practice of 20 clinicians and charged a total of $10,000. $1,000 for each training/face-to-face hour and $1,000 for each estimated hour of additional administrative work it would take to get 20 people all the materials, have all the evaluations completed, create and send CE certificates, and provide consultation as people started practicing the assessments.
Frequently Asked Questions
The legitimacy of any diagnostic assessment lies not solely in its name recognition but in its adherence to professional standards, regulatory approval, clinical rigor, and demonstrated outcomes.
What does the Cherry AADI look like?
Assessment Duration:
- A minimum of 180 minutes of comprehensive assessment with the client
- Clinical documentation time and consultation (as needed)
- 30-minute follow-up session with client to review results and determine next steps
("Part 1") Core Assessment Components: All based on ICD-11 and DSM-5-TR criteria
- ADHD Assessment: Attention regulation patterns, hyperactivity-impulsivity presentations, and executive function variations
- Autism Assessment: Social communication differences, behavioral patterns, sensory processing, and special interests
- AuDHD Recognition: Assessment of co-occurring presentations (research shows 50-70% overlap)
("Part 2") Advanced Clinical Components:
- Masking and Camouflaging Assessment: Based on L. Hull, et al.'s research and CAT-Q concepts, addressing how social performance obscures underlying traits
- Pathological Demand Avoidance (PDA) Evaluation: Recognition of autonomy needs and demand responses within neurodivergence
- Late Identification Factors: Gender, sex, cultural, and environmental influences on delayed recognition
- Strengths and Environmental Optimization: Focus on individual neurological profile and support needs versus "deficits."
("Part 3") Differential Diagnosis Components:
- Anxiety Disorders Screening: GAD-2 (Ultra-Brief)
- Depression Disorder Screening: PHQ-2 (Ultra-Brief)
- Obsessive-Compulsive Disorder Screening: OCI-R-Brief (modified from the Obsessive-Compulsive Inventory-Revised)
- Bipolar Disorder Screening: MDQ-Brief (modified from Mood Disorder Questionnaire)
("Part 4") Clinical Integration and Summary:
- Core Neurodevelopmental Presentations Identified
- Differential Diagnosis Considered
- Overall Evidence Strength
- Professional Consultation Utilized
- Clinical Confidence Level
- Professional Recommendations
What is the research base for the Cherry AADI?
Core Framework and Diagnostic References
ICD-11 and International Standards
Reed, G. M., First, M. B., Kogan, C. S., Hyman, S. E., Gureje, O., Gaebel, W., Maj, M., Stein, D. J., Maercker, A., Tyrer, P., Claudino, A., Garralda, E., Salvador-Carulla, L., Ray, R., Saunders, J. B., Dua, T., Poznyak, V., Medina-Mora, M. E., Saxena, S., & Kessler, R. C. (2019). Innovations and changes in the ICD-11 classification of mental, behavioural and neurodevelopmental disorders. World Psychiatry, 18(1), 3-19. https://doi.org/10.1002/wps.20611
World Health Organization. (2022a). International Classification of Diseases, 11th revision (ICD-11). https://icd.who.int/en
World Health Organization. (2022b). Attention deficit hyperactivity disorder (6A05). In ICD-11 for mortality and morbidity statistics. https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/821852937
World Health Organization. (2022c). Autism spectrum disorder (6A02). In ICD-11 for mortality and morbidity statistics. https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/437815624
DSM-5-TR Framework
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association Publishing.
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). American Psychiatric Association Publishing.
Regier, D. A., Kuhl, E. A., & Kupfer, D. J. (2013). The DSM-5: Classification and criteria changes. World Psychiatry, 12(2), 92-98. https://doi.org/10.1002/wps.20050
ADHD in Adults Research
Assessment and Diagnosis
Adamou, M., Arif, M., Asherson, P., Cubbin, S., Leaver, L., Sedgwick-Müller, J., Müller-Sedgwick, U., van Rensburg, K., & Kustow, J. (2024). The adult ADHD assessment quality assurance standard. Frontiers in Psychiatry, 15, Article 1380410. https://doi.org/10.3389/fpsyt.2024.1380410
Asherson, P., Buitelaar, J., Faraone, S. V., & Rohde, L. A. (2016). Adult attention-deficit hyperactivity disorder: Key conceptual issues. The Lancet Psychiatry, 3(6), 568-578. https://doi.org/10.1016/S2215-0366(16)30032-3
Cortese, S., Bellgrove, M. A., Brikell, I., Franke, B., Goodman, D. W., Hartman, C. A., Larsson, H., Levin, F. R., Ostinelli, E. G., Parlatini, V., Ramos‐Quiroga, J. A., Sibley, M. H., Tomlinson, A., Wilens, T. E., Wong, I. C. K., Hovén, N., Didier, J., Correll, C. U., Rohde, L. A., & Faraone, S. V. (2025). Attention‐deficit/hyperactivity disorder (ADHD) in adults: evidence base, uncertainties and controversies. World Psychiatry, 24(3), 347–371. https://doi.org/10.1002/wps.21374
Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., Newcorn, J. H., Gignac, M., Al Saud, N. M., Manor, I., Rohde, L. A., Yang, L., Cortese, S., Almagor, D., Stein, M. A., Albatti, T. H., Aljoudi, H. F., Alqahtani, M. M. J., Asherson, P., ... & Wang, Y. (2021). The World Federation of ADHD International Consensus Statement: 208 evidence-based conclusions about the disorder. Neuroscience & Biobehavioral Reviews, 128, 789-818. https://doi.org/10.1016/j.neubiorev.2021.01.022
Kooij, J. J. S., Bijlenga, D., Salerno, L., Jaeschke, R., Bitter, I., Balázs, J., Thome, J., Dom, G., Kasper, S., Filipe, C. N., Stes, S., Mohr, P., Leppämäki, S., Brugué, M. C., Bobes, J., Mccarthy, J. M., Richarte, V., Philipsen, A. K., Pehlivanidis, A., ... & Asherson, P. (2019). Updated European consensus statement on diagnosis and treatment of adult ADHD. European Psychiatry, 56, 14-34. https://doi.org/10.1016/j.eurpsy.2018.11.001
Sibley, M. H., Rohde, L. A., Swanson, J. M., Hechtman, L. T., Molina, B. S. G., Mitchell, J. T., Arnold, L. E., Caye, A., Kennedy, T. M., Roy, A., & Stehli, A. (2018). Late-Onset ADHD Reconsidered With Comprehensive Repeated Assessments Between Ages 10 and 25. American Journal of Psychiatry, 175(2), 140–149. https://doi.org/10.1176/appi.ajp.2017.17030298
Young, S., Adamo, N., Ásgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W., Cubbin, S., Deeley, Q., Farrag, E., Gudjonsson, G., Hill, P., Hollingdale, J., Kilic, O., Lloyd, T., Mason, P., Paliokosta, E., Perecherla, S., Sedgwick, J., Skirrow, C., ... & Woodhouse, E. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/hyperactivity disorder in females. BMC Psychiatry, 20(1), Article 404. https://doi.org/10.1186/s12888-020-02707-9
Young, S., Bramham, J., Gudjonsson, G., & Cocallis, K. (2024). Sex differences in the severity of ADHD symptoms across the lifespan: A systematic review and meta-analysis. Psychological Medicine, 54(14), 3219-3235. https://doi.org/10.1017/S0033291724001399
Executive Function and Time Perception
Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press.
Ptacek, R., Weissenberger, S., Braaten, E., Klicperova-Baker, M., Goetz, M., Raboch, J., Vnukova, M., & Stefano, G. B. (2019). Clinical implications of the perception of time in attention deficit hyperactivity disorder (ADHD): A review. Medical Science Monitor, 25, 3918-3924. https://doi.org/10.12659/MSM.914225
Weissenberger, S., Klicperova-Baker, M., Zimbardo, P., Schonova, K., Akotia, D., Kostal, J., Goetz, M., Raboch, J., & Ptacek, R. (2016). ADHD and present hedonism: Time perspective as a potential diagnostic and therapeutic tool. Neuropsychiatric Disease and Treatment, 12, 2963-2971. https://doi.org/10.2147/NDT.S116721
Autism in Adults Research
Assessment and Late Identification
Bargiela, S., Steward, R., & Mandy, W. (2016). The experiences of late-diagnosed women with autism spectrum conditions: An investigation of the female autism phenotype. Journal of Autism and Developmental Disorders, 46(10), 3281-3294. https://doi.org/10.1007/s10803-016-2872-8
Happé, F. G., Mansour, H., Barrett, P., Brown, T., Abbott, P., & Charlton, R. A. (2016). Demographic and cognitive profile of individuals seeking a diagnosis of autism spectrum disorder in adulthood. Journal of Autism and Developmental Disorders, 46(11), 3469-3480. https://doi.org/10.1007/s10803-016-2886-2
Huang, Y., Arnold, S. R., Foley, K. R., & Trollor, J. N. (2020). Diagnosis of autism in adulthood: A scoping review. Autism, 24(6), 1311-1327. https://doi.org/10.1177/1362361320903128
Leedham, A., Thompson, A. R., Smith, R., & Freeth, M. (2020). 'I was exhausted trying to figure it out': The experiences of females receiving an autism diagnosis in middle to late adulthood. Autism, 24(1), 135-146. https://doi.org/10.1177/1362361319853442
Loomes, R., Hull, L., & Mandy, W. P. L. (2017). What is the male-to-female ratio in autism spectrum disorder? A systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 56(6), 466-474. https://doi.org/10.1016/j.jaac.2017.03.013
Stagg, S. D., & Belcher, H. (2019). Living with autism without knowing: Receiving a diagnosis in later life. Health Psychology and Behavioral Medicine, 7(1), 348-361. https://doi.org/10.1080/21642850.2019.1684920
Sensory Processing
Crane, L., Goddard, L., & Pring, L. (2009). Sensory processing in adults with autism spectrum disorders. Autism, 13(3), 215-228. https://doi.org/10.1177/1362361309103794
Robertson, C. E., & Baron-Cohen, S. (2017). Sensory perception in autism. Nature Reviews Neuroscience, 18(11), 671-684. https://doi.org/10.1038/nrn.2017.112
Tavassoli, T., Miller, L. J., Schoen, S. A., Nielsen, D. M., & Baron-Cohen, S. (2014). Sensory over-responsivity in adults with autism spectrum conditions. Autism, 18(4), 428-432. https://doi.org/10.1177/1362361313477246
Masking and Camouflaging Research
Core Masking Studies
Cage, E., & Troxell-Whitman, Z. (2019). Understanding the reasons, contexts and costs of camouflaging for autistic adults. Journal of Autism and Developmental Disorders, 49(5), 1899-1911. https://doi.org/10.1007/s10803-018-03878-x
Cook, A., Ogden, J., & Winstone, N. (2018). Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings. European Journal of Special Needs Education, 33(3), 302-315. https://doi.org/10.1080/08856257.2017.1312797
Hull, L., Petrides, K. V., Allison, C., Smith, P., Baron-Cohen, S., Lai, M. C., & Mandy, W. (2017). "Putting on my best normal": Social camouflaging in adults with autism spectrum conditions. Journal of Autism and Developmental Disorders, 47(8), 2519-2534. https://doi.org/10.1007/s10803-017-3166-5
Hull, L., Petrides, K. V., & Mandy, W. (2020). The female autism phenotype and camouflaging: A narrative review. Review Journal of Autism and Developmental Disorders, 7(4), 306-317. https://doi.org/10.1007/s40489-020-00197-9
Livingston, L. A., Shah, P., & Happé, F. (2019). Compensatory strategies below the behavioural surface in autism: A qualitative study. The Lancet Psychiatry, 6(9), 766-777. https://doi.org/10.1016/S2215-0366(19)30224-X
Perry, E., Mandy, W., Hull, L., & Cage, E. (2022). Understanding camouflaging as a response to autism-related stigma: A social identity theory perspective. Journal of Autism and Developmental Disorders, 52(2), 800-810. https://doi.org/10.1007/s10803-021-04987-w
Masking in ADHD
Young, S., Bramham, J., Gray, K., & Rose, E. (2018). A phenomenological analysis of the experience of receiving a diagnosis and treatment of ADHD in adulthood: A partner's perspective. Journal of Attention Disorders, 22(12), 1168-1178. https://doi.org/10.1177/1087054716646451
AuDHD and Co-occurring Presentations
Co-occurrence Research
Antshel, K. M., Zhang-James, Y., & Faraone, S. V. (2013). The comorbidity of ADHD and autism spectrum disorder. Expert Review of Neurotherapeutics, 13(10), 1117-1128. https://doi.org/10.1586/14737175.2013.840417
Hours, C., Recasens, C., & Baleyte, J. M. (2022). ASD and ADHD comorbidity: What are we talking about? Frontiers in Psychiatry, 13, Article 837424. https://doi.org/10.3389/fpsyt.2022.837424
Lai, M. C., Kassee, C., Besney, R., Bonato, S., Hull, L., Mandy, W., Szatmari, P., & Ameis, S. H. (2019). Prevalence of co-occurring mental health diagnoses in the autism population: A systematic review and meta-analysis. The Lancet Psychiatry, 6(10), 819-829. https://doi.org/10.1016/S2215-0366(19)30289-5
Polderman, T. J., Hoekstra, R. A., Posthuma, D., & Larsson, H. (2014). The co-occurrence of autistic and ADHD dimensions in adults: An etiological study in 17,770 twins. Translational Psychiatry, 4(9), Article e435. https://doi.org/10.1038/tp.2014.84
Rong, Y., Yang, C. J., Jin, Y., & Wang, Y. (2021). Prevalence of attention-deficit/hyperactivity disorder in individuals with autism spectrum disorder: A meta-analysis. Research in Autism Spectrum Disorders, 83, Article 101759. https://doi.org/10.1016/j.rasd.2021.101759
Sokolova, E., Oerlemans, A. M., Rommelse, N. N., Groot, P., Hartman, C. A., Glennon, J. C., Claassen, T., Heskes, T., & Buitelaar, J. K. (2017). A causal and mediation analysis of the comorbidity between attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Journal of Autism and Developmental Disorders, 47(6), 1595-1604. https://doi.org/10.1007/s10803-017-3083-7
Pathological Demand Avoidance Research
PDA Assessment and Understanding
Egan, V., Linenberg, O., & O’Nions, E. (2018). The Measurement of Adult Pathological Demand Avoidance Traits. Journal of Autism and Developmental Disorders, 49(2), 481–494. https://doi.org/10.1007/s10803-018-3722-7
Gillberg, C., Gillberg, I. C., Thompson, L., Biskupsto, R., & Billstedt, E. (2015). Extreme ("pathological") demand avoidance in autism: A general population study in the Faroe Islands. European Child & Adolescent Psychiatry, 24(8), 979-984. https://doi.org/10.1007/s00787-014-0647-3
Newson, E., Le Maréchal, K., & David, C. (2003). Pathological demand avoidance syndrome: A necessary distinction within the pervasive developmental disorders. Archives of Disease in Childhood, 88(7), 595-600. https://doi.org/10.1136/adc.88.7.595
Clinical Interview Methods
Evidence Base for Clinical Interview Approaches
First, M. B., Williams, J. B., Karg, R. S., & Spitzer, R. L. (2015). Structured Clinical Interview for DSM-5—Research Version (SCID-5 for DSM-5, Research Version; SCID-5-RV). American Psychiatric Association.
Monteiro, M. J., & Stegall, S. (2018). MIGDAS-2 : Monteiro interview guidelines for diagnosing the autism spectrum (Second edition.). WPS Publishing.
Rogers, R. (2001). Handbook of diagnostic and structured interviewing. Guilford Press.
Summerfeldt, L. J., Ovanessian, M. M., & Antony, M. M. (2020). Structured and semistructured diagnostic interviews. In M. M. Antony & D. H. Barlow (Eds.), Handbook of assessment and treatment planning for psychological disorders (3rd ed., pp. 74–115). The Guilford Press.
Differential Diagnosis Screening Tools
Anxiety Screening
Plummer, F., Manea, L., Trepel, D., & McMillan, D. (2016). Screening for anxiety disorders with the GAD-7 and GAD-2: A systematic review and diagnostic metaanalysis. General Hospital Psychiatry, 39, 24-31. https://doi.org/10.1016/j.genhosppsych.2015.11.005
Spitzer, R. L., Kroenke, K., Williams, J. B., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD-7. Archives of Internal Medicine, 166(10), 1092-1097. https://doi.org/10.1001/archinte.166.10.1092
Depression Screening
Kroenke, K., Spitzer, R. L., & Williams, J. B. (2001). The PHQ-9: Validity of a brief depression severity measure. Journal of General Internal Medicine, 16(9), 606-613. https://doi.org/10.1046/j.1525-1497.2001.016009606.x
Kroenke, K., Spitzer, R. L., & Williams, J. B. (2003). The Patient Health Questionnaire-2: Validity of a two-item depression screener. Medical Care, 41(11), 1284-1292. https://doi.org/10.1097/01.MLR.0000093487.78664.3C
OCD Screening
Abramowitz, J. S., & Deacon, B. J. (2006). Psychometric properties and construct validity of the Obsessive-Compulsive Inventory-Revised: Replication and extension with a clinical sample. Journal of Anxiety Disorders, 20(8), 1016-1035. https://doi.org/10.1016/j.janxdis.2006.03.001
Foa, E. B., Huppert, J. D., Leiberg, S., Langner, R., Kichic, R., Hajcak, G., & Salkovskis, P. M. (2002). The Obsessive-Compulsive Inventory: Development and validation of a short version. Psychological Assessment, 14(4), 485-496. https://doi.org/10.1037/1040-3590.14.4.485
Bipolar Screening
Hirschfeld, R. M., Williams, J. B., Spitzer, R. L., Calabrese, J. R., Flynn, L., Keck Jr, P. E., Lewis, L., McElroy, S. L., Post, R. M., Rapport, D. J., Russell, J. M., Sachs, G. S., & Zajecka, J. (2000). Development and validation of a screening instrument for bipolar spectrum disorder: The Mood Disorder Questionnaire. American Journal of Psychiatry, 157(11), 1873-1875. https://doi.org/10.1176/appi.ajp.157.11.1873
Weber Rouget, B., Gervasoni, N., Dubuis, V., Gex-Fabry, M., Bondolfi, G., & Aubry, J. M. (2005). Screening for bipolar disorders using a French version of the Mood Disorder Questionnaire (MDQ). Journal of Affective Disorders, 88(1), 103-108. https://doi.org/10.1016/j.jad.2005.06.010
Cultural Competency and Bias Reduction
Cultural Considerations in Assessment
Burkett, K., Morris, E., Manning-Courtney, P., Anthony, J., & Shambley-Ebron, D. (2015). African American families on autism diagnosis and treatment: The influence of culture. Journal of Autism and Developmental Disorders, 45(10), 3244-3254. https://doi.org/10.1007/s10803-015-2482-x
Dababnah, S., Shaia, W. E., Campion, K., & Nichols, H. M. (2018). "We had to keep pushing": Caregivers' perspectives on autism screening and referral practices of Black children in primary care. Intellectual and Developmental Disabilities, 56(5), 321-336. https://doi.org/10.1352/1934-9556-56.5.321
de Leeuw, A., Happé, F., & Hoekstra, R. A. (2020). A conceptual framework for understanding the cultural and contextual factors on autism across the globe. Autism Research, 13(7), 1029-1050. https://doi.org/10.1002/aur.2276
Norbury, C. F., & Sparks, A. (2013). Difference or disorder? Cultural issues in understanding neurodevelopmental disorders. Developmental Psychology, 49(1), 45-58. https://doi.org/10.1037/a0027446
Sue, D. W., & Sue, D. (2019). Counseling the culturally diverse: Theory and practice (8th ed.). Wiley.
Gender and Sex Differences
Gender Differences in Presentation
Gould, J. (2017). Towards understanding the under-recognition of girls and women on the autism spectrum. Autism, 21(6), 703-705. https://doi.org/10.1177/1362361317706174
Kreiser, N. L., & White, S. W. (2014). ASD in females: Are we overstating the gender difference in diagnosis? Clinical Child and Family Psychology Review, 17(1), 67-84. https://doi.org/10.1007/s10567-013-0148-9
Lai, M. C., Lombardo, M. V., Auyeung, B., Chakrabarti, B., & Baron-Cohen, S. (2015). Sex/gender differences and autism: Setting the scene for future research. Journal of the American Academy of Child & Adolescent Psychiatry, 54(1), 11-24. https://doi.org/10.1016/j.jaac.2014.10.003
Milner, V., McIntosh, H., Colvert, E., & Happé, F. (2019). A qualitative exploration of the female experience of autism spectrum disorder (ASD). Journal of Autism and Developmental Disorders, 49(6), 2389-2402. https://doi.org/10.1007/s10803-019-03906-4
Neurodiversity-Affirming Practice
Strengths-Based and Affirming Approaches
Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18-29. https://doi.org/10.1089/aut.2020.0014
Chapman, R., & Botha, M. (2023). Neurodiversity theory and its discontents: Autism, schizophrenia, and the social model of disability. In S. Tekin & R. Bluhm (Eds.), The Bloomsbury companion to philosophy of psychiatry (pp. 371-389). Bloomsbury Academic.
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
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442-462. https://doi.org/10.1177/1362361315588200
Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic self-advocacy and the neurodiversity movement: Implications for autism early intervention research and practice. Frontiers in Psychology, 12, Article 635690. https://doi.org/10.3389/fpsyg.2021.635690
Russell, G., Kapp, S. K., Elliott, D., Elphick, C., Gwernan-Jones, R., & Owens, C. (2019). Mapping the autistic advantage from the accounts of adults diagnosed with autism: A qualitative study. Autism in Adulthood, 1(2), 124-133. https://doi.org/10.1089/aut.2018.0035
Trauma-Informed Assessment
Trauma and Neurodivergence Intersection
Haruvi-Lamdan, N., Horesh, D., & Golan, O. (2018). PTSD and autism spectrum disorder: Co-morbidity, gaps in research, and potential shared mechanisms. Psychological Trauma: Theory, Research, Practice, and Policy, 10(3), 290-299. https://doi.org/10.1037/tra0000298
Haruvi-Lamdan, N., Horesh, D., Zohar, S., Kraus, M., & Golan, O. (2020). Autism Spectrum Disorder and Post-Traumatic Stress Disorder: An unexplored co-occurrence of conditions. Autism, 24(4), 884–898. https://doi.org/10.1177/1362361320912143
Kerns, C. M., Newschaffer, C. J., & Berkowitz, S. J. (2015). Traumatic childhood events and autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(11), 3475-3486. https://doi.org/10.1007/s10803-015-2392-y
Peterson, J. L., Earl, R. K., Fox, E. A., Ma, R., Haidar, G., Pepper, M., Berliner, L., Wallace, A. S., & Bernier, R. A. (2019). Trauma and autism spectrum disorder: Review, proposed treatment adaptations and future directions. Journal of Child & Adolescent Trauma, 12(4), 529-547. https://doi.org/10.1007/s40653-019-00253-5
Rumball, F., Happé, F., & Grey, N. (2020). Experience of trauma and PTSD symptoms in autistic adults: Risk of PTSD development following DSM-5 and non-DSM-5 traumatic life events. Autism Research, 13(12), 2122-2132. https://doi.org/10.1002/aur.2306
Telehealth and Digital Assessment
Virtual Assessment Validity
Dahiya, A. V., McDonnell, C., DeLucia, E., & Scarpa, A. (2020). A systematic review of remote telehealth assessments for early signs of autism spectrum disorder: Video and mobile applications. Practice Innovations, 5(2), 150-164. https://doi.org/10.1037/pri0000121
Sutherland, R., Trembath, D., & Roberts, J. (2018). Telehealth and autism: A systematic search and review of the literature. International Journal of Speech-Language Pathology, 20(3), 324-336. https://doi.org/10.1080/17549507.2018.1465123
Valentine, A. Z., Hall, S. S., Young, E., Brown, B. J., Groom, M. J., Hollis, C., & Hall, C. L. (2021). Implementation of telehealth services to assess, monitor, and treat neurodevelopmental disorders: Systematic review. Journal of Medical Internet Research, 23(1), Article e22619. https://doi.org/10.2196/22619
Identity and Self-Advocacy
Neurodivergent Identity Development
Cooper, K., Smith, L. G., & Russell, A. (2017). Social identity, self-esteem, and mental health in autism. European Journal of Social Psychology, 47(7), 844-854. https://doi.org/10.1002/ejsp.2297
Crane, L., Batty, R., Adeyinka, H., Goddard, L., Henry, L. A., & Hill, E. L. (2018). Autism diagnosis in the United Kingdom: Perspectives of autistic adults, parents and professionals. Journal of Autism and Developmental Disorders, 48(11), 3761-3772. https://doi.org/10.1007/s10803-018-3639-1
McDonald, T. A. M. (2020). Autism identity and the "lost generation": Structural validation of the autism spectrum identity scale and comparison of diagnosed and self-diagnosed adults on the autism spectrum. Autism in Adulthood, 2(1), 13-23. https://doi.org/10.1089/aut.2019.0069
Burnout and Mental Health
Autistic Burnout
Higgins, J. M., Arnold, S. R., Weise, J., Pellicano, E., & Trollor, J. N. (2021). Defining autistic burnout through experts by lived experience: Grounded Delphi method investigating #AutisticBurnout. Autism, 25(8), 2356-2369. https://doi.org/10.1177/13623613211019858
Raymaker, D. M., Teo, A. R., Steckler, N. A., Lentz, B., Scharer, M., Delos Santos, A., Kapp, S. K., Hunter, M., Joyce, A., & Nicolaidis, C. (2020). "Having all of your internal resources exhausted beyond measure and being left with no clean-up crew": Defining autistic burnout. Autism in Adulthood, 2(2), 132-143. https://doi.org/10.1089/aut.2019.0079
ADHD and Mental Health
Solberg, B. S., Halmøy, A., Engeland, A., Igland, J., Haavik, J., & Klungsøyr, K. (2018). Gender differences in psychiatric comorbidity: A population-based study of 40,000 adults with attention deficit hyperactivity disorder. Acta Psychiatrica Scandinavica, 137(3), 176-186. https://doi.org/10.1111/acps.12845
Professional Ethics and Standards
Ethical Considerations in Assessment
American Association for Marriage and Family Therapy. (2015). Code of ethics. https://www.aamft.org/Legal_Ethics/Code_of_Ethics.aspx
American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf
American Mental Health Counselors Association. (2020). AMHCA code of ethics. https://www.amhca.org/HigherLogic/System/DownloadDocumentFile.ashx?DocumentFileKey=24a27502-196e-b763-ff57-490a12f7edb1&forceDialog=0
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code
International Association of Marriage and Family Counselors. (2017). Ethical standards for the International Association of Marriage and Family Counselors. http://www.iamfconline.org/public/department47.cfm
National Association of Social Workers. (2017). NASW code of ethics. https://www.socialworkers.org/About/Ethics/Code-of-Ethics
National Board for Certified Counselors. (2023). NBCC code of ethics. https://nbcc.org/Assets/Ethics/NBCCCodeofEthics.pdf
Additional Methodological Resources
Clinical Assessment Standards
Angold, A., Costello, E. J., & Egger, H. (2012). Structured interviewing. In M. Rutter, D. Bishop, D. Pine, S. Scott, J. Stevenson, E. Taylor, & A. Thapar (Eds.), Rutter's child and adolescent psychiatry (5th ed., pp. 408-427). Blackwell Publishing.
Hunsley, J., & Mash, E. J. (2018). A guide to assessments that work (2nd ed.). Oxford University Press.
Youngstrom, E. A., Choukas-Bradley, S., Calhoun, C. D., & Jensen-Doss, A. (2015). Clinical guide to the evidence-based assessment approach to diagnosis and treatment. Cognitive and Behavioral Practice, 22(1), 20-35. https://doi.org/10.1016/j.cbpra.2013.12.005
What is the difference between clinical assessment methods?
Types of Clinical Assessment Tools
Psychometric Instruments
What they are: Standardized tools with fixed items that produce numerical scores
- Examples: ADOS-2, CAARS, Beck Depression Inventory, PHQ-9
- Characteristics: Fixed scoring protocols, established norms, statistical reliability/validity data
- Evaluation criteria: Require validation studies, norming samples, peer-reviewed research
- Purpose: Provide standardized scores for comparison to population norms
Semi-Structured or Structured Clinical Interviews
What they are: Systematic clinical methods for exploring diagnostic criteria
- Examples: SCID (Structured Clinical Interview for DSM), Cherry AADI, clinical mental status exams
- Characteristics: Framework-based, flexible clinical exploration, qualitative data gathering
- Evaluation criteria: Based on diagnostic criteria adherence and clinical utility
- Purpose: Support clinical judgment and diagnostic decision-making
Assessment Protocols
What they are: Comprehensive frameworks that may include multiple tools plus clinical processes
- Examples: Hospital intake protocols, comprehensive diagnostic protocols
- Characteristics: Broad clinical procedures incorporating tools, interviews, observations, records review
- Evaluation criteria: Clinical outcomes, practical utility, professional standards compliance
What are some common misconceptions about the Cherry AADI?
Addressing Common Misconceptions
❌ "All assessment tools need validation studies"
✅ Reality: Only psychometric instruments require their own validation studies. Clinical interviews are validated through their adherence to established diagnostic criteria (such as the ICD and DSM, which have already been validated) and clinical outcomes.
❌ "Clinical tools need to be peer-reviewed"
✅ Reality: Peer review applies to research publications, not clinical practice tools. Clinical methods are evaluated through professional standards and outcomes.
❌ "Assessment methods need to be 'normed'"
✅ Reality: Only scored instruments need population norms. Clinical interviews gather qualitative information for clinical judgment, not quantitative data for numerical comparison.
❌ "Newer tools are less legitimate than 'established' ones"
✅ Reality: Clinical innovation is essential for addressing gaps in current practice. Many "gold standard" tools started as clinical innovations.
❌ Evidence-based practice does NOT require:
- Every clinical method to have research validation studies
- All tools to be decades old before being considered legitimate
- Abandoning clinical judgment in favor of only scored instruments
✅ Evidence-based practice in clinical assessment includes:
- Using established diagnostic criteria (e.g., DSM-5-TR, ICD-11)
- Applying systematic clinical methods
- Incorporating clinical expertise and judgment
- Considering client values and cultural context
- Demonstrating positive clinical outcomes
❓ "How does it compare to standardized tests?"
- Clinical interviews and standardized tests serve different purposes. Interviews allow for individualized, culturally responsive assessment that standardized instruments cannot provide.
❓ "Shouldn't it be based only on the DSM because that's what we use?"
- The DSM, developed by the American Psychiatric Association and currently in its 5th edition text revision (DSM-5-TR), is primarily used in the United States but was originally based on the ICD. The ICD, developed by the World Health Organization, is used by 194 countries worldwide and is currently in its 11th edition. While ADHD and autism are recognized in both frameworks with very similar diagnostic features, ICD-11 allows for more nuanced clinical judgment, which is ideal for complex adult presentations. It covers the same conditions as the DSM with equivalent accuracy but provides greater flexibility for adult presentations.
What is the professional standing of the Cherry AADI?
Scope of Practice Clarity
Licensed Mental Health Clinicians (LCMHCs, LCSWs, LPCs, LMFTs, psychologists, psychiatrists) within most U.S. states are fully qualified to diagnose ADHD and autism within their scope of practice.
The misconception that only psychologists can provide these assessments has been definitively addressed through professional standards and regulatory review.
Remember: Licensed mental health clinicians are trained and qualified to:
- Conduct clinical interviews
- Apply diagnostic criteria
- Use clinical judgment in assessment
- Innovate within their scope of practice
- Develop clinical methods that serve their clients
Understanding Development
For Clinicians: The Cherry AADI offers a comprehensive, evidence-based method that enhances your ability to serve adult neurodivergent clients while maintaining full professional compliance.
For Clients: This assessment provides the thorough, affirming evaluation needed to understand your neurological profile and access appropriate accommodations and supports.
The Cherry Adult ADHD-Autism Diagnostic Interview exemplifies appropriate clinical tool development:
- Foundation: Built on ICD-11 and DSM-5-TR diagnostic criteria and current research on adult presentations
- Method: Structured clinical interview with flexibility for individual presentations
- Integration: Can incorporate psychometric tools (such as ASRS-O and CAT-Q) when clinically indicated, but is not required
- Validation: Demonstrated through clinical outcomes and professional acceptance
- Innovation: Addresses specific gaps in adult neurodivergent assessment
Evidence-Based Method: The Cherry AADI represents established clinical practice combining:
- ICD-11 diagnostic criteria (internationally recognized)
- DSM-5-TR diagnostic criteria (domestically recognized)
- Structured clinical interview techniques (gold standard approach)
- Differential diagnosis protocols (essential for accuracy)
- Cultural competency frameworks (preventing bias and misdiagnosis)
- Adult-specific assessment considerations (addressing developmental masking)
About the Presenter
Lindley Cherry (she/her)
- MS, LCMHC, QS, NCC
- Owner of Therapist Learning Center, LLC
- Owner of C&C Betterworks, PA
Therapist | Private Practice Owner and Coach | Speaker | Retreat Host | Entrepreneur | Supervisor | Instructor | PhD Candidate
Lindley is the creator of the innovative Cherry Adult ADHD-Autism Diagnostic Interview (Cherry AADI). She is a part of the queer community and super neuro-spicy with the ADHD. She specializes in adult ADHD and autism and enjoys training other practitioners in neuro-affirming care. As an experienced licensed clinical mental health counselor and PhD candidate, Lindley recognized a critical gap in adult neurodivergent assessment - traditional tools developed primarily from research on male, white children weren't serving the diverse adult population seeking late-in-life diagnoses.
Lindley developed the Cherry AADI as a comprehensive clinical assessment tool that addresses these limitations. Her innovative work has gained recognition from medical professionals, with psychiatrists appreciating the assessment’s robust structure, and has achieved a significant success rate in accommodation approvals through disability services, workplaces, and schools.
Registration Options
Learning the Cherry AADI: ADHD and Autism Assessment for Adults
$1,395
May 2026
Location: VIRTUAL
Dates and Times:
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- Thursday, 5/07/26: 11:00 AM – 3:00 PM EST
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- Monday, 5/11/26: 11:00 AM – 3:00 PM EST
Limited: 10 participants
Payment plan options available at checkout
Learning the Cherry AADI: ADHD and Autism Assessment for Adults
$1,395
June 2026
Location: Hyatt House - Raleigh Durham Airport, Morrisville, NC
Dates and Times:
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- Monday, 6/15/26: 9:30 AM – 4:00 PM EST
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- Tuesday, 6/16/26: 9:30 AM – 4:00 PM EST
Limited: 30 participants
Payment plan options available at checkout