Study: Children with Comorbid Autism and ADHD More Severely Impaired - West Palm Beach Autism

Study: Children with Comorbid Autism and ADHD More Severely Impaired - West Palm Beach Autism



Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are neurodevelopmental disorders with onset of symptoms in early childhood. Research, practice and theoretical models suggest that these disorders frequently overlap and co-occur. For example, studies conducted in the US and Europe indicate that children with ASD in clinical settings present with comorbid (co-occurring) symptoms of ADHD with rates ranging between 37% and 85%. More severe externalizing, internalizing and social problems, as well as more impaired adaptive functioning, and more autistic traits and maladaptive behaviors have been reported in children with both ASD and ADHD than children identified with only ASD.
A study published in the journal Autism examined rates of parent-reported clinically significant symptoms of ADHD in a community sample of school-aged children (4-8 years) with ASD. The researchers hypothesized that children with ASD and comorbid ADHD would have lower cognitive functioning, greater delays in adaptive functioning, higher rates of internalizing problems (e.g., depression and anxiety), and more severe social impairment than children with only ASD when these groups were of similar age. Children were evaluated on measures of cognitive functioning, internalizing psychopathology, social functioning and autism mannerisms, and adaptive behavior.
Data analysis indicted significant between-group differences. Results revealed that scores were in the mild to moderately impaired range for the ASD-Only group and in the severely impaired range for the ASD+ADHD group on measures of social functioning and adaptive functioning, representing a continuum of impairment across groups. Children with ASD and ADHD also had lower cognitive functioning than the ASD-Only group. There were no group differences in parent ratings of symptoms of internalizing psychopathology (mood and anxiety disorders), with none of the groups demonstrating elevated rates of internalizing problems.
The overall results of the study indicate greater impairment in cognitive, social, and adaptive functioning for children with ASD and clinically significant ADHD symptoms in comparison with children identified with only ASD. These findings are consistent with other research reports of more severe social problems and maladaptive behav­iors in children with co-occurring ASD and ADHD than children with only ASD. The results also have important implications for practitioners in health care, mental health, and educational contexts. It is imperative that practitioners recognize the high co-occurrence rates of these two disorders as well as the potential increased risk for social and adaptive impairment associated with comorbidity of ASD and ADHD. If clinically significant ADHD symptoms are identified, and social development does not appear to be responding to intervention, changes in the intervention pro­gram (e.g. intensity, strategies, and goals) may be required. It is also important to note that a significant change in the DSM-5 is removal of the DSM-IV-TR hierarchical rules prohibiting the concurrent diagnosis of ASD and ADHD. When the criteria are met for both disorders, both diagnoses are given. Thus, an assessment of ADHD characteristics should be included whenever inattention and/or impulsivity are indicated as presenting problems. More research is needed to further clarify the behavioral characteristics of children with co-occurring ASD and ADHD so that specialized treatments and interventions may be designed to improve outcomes and quality of life for this group of children.
Rao, P. A., & and Landa, R. J. (2014). Association between severity of behavioral phenotype and comorbid attention deficit hyperactivity symptoms in children with autism spectrum disorders. Autism, 18, 272-280.
First published June 5, 2013 ;{ Epub ahead of print]. DOI: 10.1177/1362361312470494
Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools, published by Jessica Kingsley Publishers. Dr. Wilkinson is also editor of a text in the APA School Psychology Book Series, Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools and author of the soon to be released book, Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT.
If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at http://bestpracticeautism.com.

Comments

Post a Comment

Popular posts from this blog

Missouri Schools - The Washington Post

Missouri Schools - The Washington Post Some schools brag about their high passing rates on AP or IB, meaning the percentage of test-takers who scored 3, 4 or 5 on the 5-point AP exam or 4, 5, 6 or 7 on the 7-point IB exam. Passing scores make students eligible for credit at many colleges and universities. I decided not to count passing rates in this way because I found that many high schools kept those rates artificially high by allowing only top students to take the courses. AP, IB and AICE are important because they give average students a chance to experience the trauma of heavy college reading lists and long, analytical college examinations. Research has found that even low-performing students who got a 2 on an AP test did significantly better in college than similar students who did not take AP. On the list, we also give readers a sense of how well each school’s students are doing on the tests by posting the Equity and Excellence rate, which is the percentage of all graduating s
Read more

My Letter Requesting To Become A Board Member

Sherri R. Tucker 1200 SE London Way Lee’s Summit, MO   64081 816-554-3017 autism@kc.rr.com Lee’s Summit R-7 School District C/o Linda Ismert, Board Secretary Stansberry Leadership Center 301 NE Tudor Road Lee’s Summit, MO   64086 Ms Ismert I would like to submit my name for the position on the Lee’s Summit R-7 School Board.   As you know, I have expressed an interest in being on the school board in the past.   On my first attempt I only lost by 2% which would indicate that the voters have an interest in me being on the board as well.   I would think that the voters’ wishes would be taken into consideration. I have a strong relationship with many of the districts’ families and I can help to bridge the gap between them and the district.   I understand the commitment to the time and energy required each week for meetings, phone calls, conversations, visits to schools, and professional development seminars and workshops.   I already do that with the families that I work with and can c
Read more

School Board Candidates

I am attempting to find information on the school board candidates.  It has been much easier in the past.  This year it has been more difficult.  Susan D. Coffman Susan Coffman has served as the Outreach Program Coordinator and Finance Officer for Lee’s Summit CARES since 2008. She has been a mayor-appointed representative to the Human Services Advisory Board, facilitated alcohol retailer trainings, organized the annual Holly Festival with the DARE program, managed bookkeeping and accounting, and served as the community liaison between LS CARES and local business, universities and the cities.  Coffman’s financial background includes work as a customer support specialist at Jack Henry & Associates Inc. for 11 years and assistant vice president and customer support specialist at Merchants Bank for 17 years.  Her community activities include serving on the Human Services Advisory Board, Paradise Park Advisory Board, Lee’s Summit Social Services Board, former treasurer of Rotary C
Read more