Diagnosis and treatment of children and adolescents with autism and ADHD. Issue 2 (7th October 2022)

• Record Type: Journal Article
• Authors: Hatch, Burt; Kadlaskar, Girija; Miller, Meghan
• Other Names: Dale Brittany guestEditor.; Bray Melissa guestEditor.
• Is Part Of: Psychology in the schools. Volume 60:Issue 2(2023)
• Page Start: 295
• Page End: 311
• Publication Date: 2022-10-07
• Subjects: assessment -- Autism ADHD Comorbidity -- treatment; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22808
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract: Attention‐deficit/hyperactivity disorder (ADHD) and autism are neurodevelopmental disorders that emerge in childhood. There is increasing recognition that ADHD and autism frequently co‐occur. Yet, questions remain among clinicians regarding the best ways to evaluate and treat co‐occurring autism and ADHD. This review outlines issues relevant to providing evidence‐based practice to individuals and families who may be experiencing difficulties associated with co‐occurring autism and ADHD. After describing the complexities of the co‐occurrence of autism and ADHD, we present practical considerations for best practice assessment and treatment of co‐occurring autism and ADHD. Regarding assessment, this includes considerations for interviewing parents/caregivers and youth, using validated parent and teacher rating scales, conducting cognitive assessments, and conducting behavior observations. Regarding treatment, consideration is given to behavioral management, school‐based interventions, social skills development, and the use of medications. Throughout, we note the quality of evidence that supports a particular component of assessment or treatment, highlighting when evidence is most relevant to those with co‐occurring autism and ADHD across stages of development. In light of the current evidence for assessment and treatment of co‐occurring autism and ADHD, we conclude by outlining practical implications for clinical and educational practice. Practitioner points: 1. Schools can provide valuable contributions toward assessment and treatment/intervention for students with co‐occurring autism and ADHD. 2. Best practice assessment should consider student's functioning across multiple domains and settings, include validated procedures for direct observation, and include a detailed developmental history. 3. Outcomes from evidence‐based treatment/intervention components can be optimized through building trusting family‐professional partnerships.