Sensory experience
Sound, light, touch, smell or movement may feel especially strong, faint or difficult to sort. The pattern is individual.
Trait Guides
Understand the trait. Keep seeing the child.
Begin with calm, plain-language context for autism, ADHD, anxiety and OCD. Then see how a family can shape and review a respectful personal Story around one real situation.
AutismReviewing a story about an upcoming changeHow a family can check sequence, familiar details and representation before a Story is made.
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This Guide focuses on the writing and review choices used in a fictional autism-context story. It does not describe every autistic child or replace professional advice.
Make room for the way this child takes in the world.
Predictability
A clear order can make a new situation easier to understand. It should inform the child, not remove every choice.
Communication
A child may need more time, fewer words, pictures or another way to respond. Silence does not tell an adult what the child feels.
Keep the page clear, specific and true to this child.
Begin with what belongs
Use the people, place, comfort thing and sequence the family has chosen. Do not add surprise for drama.
One clear beat per page
Let each page hold one action, detail or choice so the Story remains easy to follow and review.
Keep the child's pace
The Story can show watching, waiting or joining without treating a slower response as a problem to correct.
Example: a first visit to the dentist.
Situation shared
The bright room, unfamiliar person and drill sounds are new. The family says which details are accurate and which comfort thing belongs.
Personal Story
The Story can show the room, the order of the visit and the child's own way of taking part without promising how it will feel.
Care Note (in development)
A future Care Note could keep the chosen sequence and sensory details visible for the caregiver to review for this visit.
Educational context for a parent or caregiver. Not a diagnosis, treatment plan or substitute for professional advice.
ADHDKeeping a fast-moving idea clear on the pageHow a family can preserve curiosity while reviewing pace, detail and sequence.
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This Guide focuses on writing and review choices used in a fictional ADHD-context story. It does not describe every child with ADHD or promise an outcome.
Follow how attention, movement and ideas meet.
Attention can move
Attention may shift quickly, stay deeply with an interest or be hard to direct on demand. No single pattern describes every child.
Movement can carry thought
Some children think, listen or organise while moving. Movement is not automatically defiance or lack of care.
Starting and returning
Holding a sequence, beginning a task or returning after interruption can take extra support without reducing the child's curiosity.
Give the idea somewhere visible to land.
Use a real interest
Begin with the object, activity or question the family selected instead of adding a generic reward.
Show the next action
A visible map, list or repeated place can hold the sequence without criticising movement or curiosity.
Review pace and load
Shorten a page or remove a competing detail when the Story asks the reader to hold too much at once.
Example: getting ready for school.
Situation shared
Several morning steps compete for attention. The family identifies the actual order, familiar objects and where the sequence usually breaks.
Personal Story
The Story follows one visible route through the morning while leaving room for the child's movement and questions.
Care Note (in development)
A future Care Note could keep the chosen cue and difficult transition visible for the caregiver without presenting one routine as a universal answer.
Educational context for a parent or caregiver. Not a diagnosis, treatment plan or substitute for professional advice.
AnxietyWriting an upcoming moment clearlyHow a family can review what is known, what may vary and what should stay honest.
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This Guide focuses on writing and review choices used in a fictional anxiety-context story. It does not promise to change a feeling or replace professional support.
Separate what is known from what is still uncertain.
Anticipation
A future moment can take up attention before it begins. The child may seek detail, closeness, time or another way to prepare.
Feelings can show differently
Worry may be spoken, physical, quiet or hard to name. An adult should not assume that one outward response explains the whole experience.
Uncertainty stays honest
Clear information can help a child understand a moment without promising that everything will be easy or exactly the same.
Name the next step without writing a false ending.
Start with what is known
Show the person, place and first step the family can confirm. Keep imagined outcomes off the page.
Leave honest room
Use language such as may or might when the family cannot know exactly what will happen next.
Keep real choice visible
Where a choice exists, show it plainly. Do not promise that the Story will remove a difficult feeling.
Example: arriving in a new classroom.
Situation shared
The room and people are new. The family knows the first few steps but cannot predict the whole day.
Personal Story
The Story follows the door, coat hook and first activity while leaving the rest of the day open and honest.
Care Note (in development)
A future Care Note could hold the confirmed sequence and familiar object beside the caregiver's own knowledge of this child.
Educational context for a parent or caregiver. Not a diagnosis, treatment plan or substitute for professional advice.
OCDWriting a returning question without defining the childHow a family can review language about a recurring question while keeping the wider child visible.
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This Guide focuses on writing and review choices used in a fictional OCD-context story. It does not provide treatment or describe every child with OCD.
Keep the unwanted thought separate from the child.
Intrusive thoughts
Thoughts, images or questions can arrive unwanted and return. Having a thought does not mean the child wants it or will act on it.
A not-right feeling
Some children describe a strong sense that something is incomplete or not right. The experience is more than a preference for order.
The wider child remains
Interests, relationships and ordinary choices still belong on the page. OCD is not a quirk, gift or identity.
Describe the moment without turning the Story into treatment.
Use bounded language
State that a question or feeling returned without inventing certainty, reassurance or a clinical response.
Show the wider scene
Keep the people, activity and child's own next choice visible so the unwanted thought does not author the whole Story.
Know the boundary
A personal Story is not exposure therapy or a treatment plan. Professional support belongs with qualified care when a family needs it.
Example: an afternoon at the skate park.
Situation shared
A question returns while the child is waiting for a turn. The family identifies what else belongs in the real afternoon.
Personal Story
The Story names the returning question once, then keeps the skateboard, friend and next real choice in view.
Care Note (in development)
A future Care Note could record what the family wants represented while keeping clear that the Story is not clinical guidance.
Educational context for a parent or caregiver. Not a diagnosis, treatment plan or substitute for professional advice.
More Guide areas are in development.
Growing with more families.
OnePrint is seeking thoughtful partnerships with non-profits and community organisations. Their lived and professional knowledge can help us improve PrntAI carefully for children with a wider range of neurodivergent traits.
More trait-informed Guides
New Guide areas will be researched, reviewed and introduced carefully.