psy

ADHD and ASD in Children: A Case Study of Aria

LaPorscha L. Terrell

Southern New Hampshire University

PSY634

Dr. Montenegro

June 14,2024

ADHD and ASD in Children: A Case Study of Aria

Zablotsky, B., Bramlett, M. D., & Blumberg, S. J. (2020). The co-occurrence of autism

spectrum disorder in children with ADHD. Journal of Attention Disorders, 24(1), 94-103.

https://journals.sagepub.com/doi/full/10.1177/1087054717713638

This study analyzed the comorbidity of Autism Spectrum Disorder (ASD) in children with

Attention-Deficit/Hyperactivity Disorder (ADHD). The findings show that children with

both ADHD and ASD require more treatment and are likely to have other conditions than

children with ADHD only. This co-morbidity is related to higher ADHD symptomatology

and the combined hyperactive/impulsive and inattentive ADHD subtype. The conclusions

indicate the need for individual treatment strategies for children with both disorders like

Aria. This information will be helpful in explaining the challenge of addressing Aria’s

conditions and the need for holistic care plans.

Antshel, K. M., & Russo, N. (2019). Autism spectrum disorders and ADHD: Overlapping

phenomenology, diagnostic issues, and treatment considerations. Current psychiatry

reports, 21, 1-11. https://link.springer.com/article/10.1007/s11920-019-1020-5

Antshel and Russo discuss the similarities between ASD and ADHD and how the treatment

of both disorders may overlap. They point out genetic overlap and social and executive

dysfunction. Despite these overlaps, the disorders have separate phenotypes, and hence

should be diagnosed as different disorders. The article focuses on the necessity of taking

into consideration the presence of comorbid ADHD in ASD and vice versa. This study will

assist in elaborating on Aria’s dual diagnosis, understanding her peculiarities, and

highlighting the specific approach necessary to address her condition.

Salunkhe, G., Weissbrodt, K., Feige, B., Saville, C. W. N., Berger, A., Dundon, N. M., ...

& Klein, C. (2021). Examining the overlap between ADHD and autism spectrum disorder

(ASD) using candidate endophenotypes of ADHD. Journal of Attention Disorders, 25(2),

217-232.

https://research.bangor.ac.uk/portal/files/20851189/2018_Examining_the_overlap.pdf

This article explored the effects of ADHD and ASD on the cognitive abilities of the

patients, including intra subject variability, working memory, inhibition, and temporal

processing. They establish that ASD+ADHD children have greater intra-subject variability

and temporal processing abnormalities, like ADHD-only children, but not children with

only ASD. This study therefore underscores the need for treatment interventions to address

both disorders’ cognitive impairments. The analysis of the specific areas of cognitive

dysfunction in the students diagnosed with ASD+ADHD will help in the development of

an approach to Aria’s learning and behavior in school.

Hours, C., Recasens, C., & Baleyte, J. M. (2022). ASD and ADHD comorbidity: What are

we talking about?. Frontiers in psychiatry, 13, 837424.

https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2022.837424/full?trk

=public_post_comment-text

In the work of Hours et al. (2022), the authors discuss the clinical significance of the high

prevalence of comorbidity between ASD and ADHD, wondering whether these should be

considered different disorders or manifestations of the same neurodevelopmental processes.

The article calls for more precise diagnostic classifications and raises doubts about the

effectiveness of existing diagnostic frameworks. This source will help in critically

appraising Aria’s dual diagnosis to guarantee that the management plan takes into

consideration her neuropsychological functioning. It highlights the need for fine-grained

clinical evaluations and the need to build intervention plans based on the particularities of

the cases.

Cheesman, R., Eilertsen, E. M., Ayorech, Z., Borgen, N. T., Andreassen, O. A., Larsson,

H., ... & Ystrom, E. (2022). How interactions between ADHD and schools affect

educational achievement: a family‐based genetically sensitive study. Journal of Child

Psychology and Psychiatry, 63(10), 1174-1185.

https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13656

Cheesman et al. (2022) explore the relationship between the ADHD symptoms, genetic

factors, and school settings on academic performance. The study reveals that positive

school climate reduces the effect of ADHD on academic achievement. This article is very

useful for discussion of Aria’s educational requirements and the necessity of schools to be

more tolerant. The findings of this study will help in developing ways of improving Aria’s

academic achievement and to make her learning environment appropriate to her learning

style.

Lee, Y., Mikami, A. Y., & Owens, J. S. (2021). Children’s ADHD symptoms and

friendship patterns across a school year. Research on Child and Adolescent

Psychopathology, 49(5), 643-656. https://files.eric.ed.gov/fulltext/ED610631.pdf

Lee et al. (2021) examine the correlation between ADHD symptoms and the quality of

friendship in elementary school children and report that the children with higher levels of

ADHD symptoms are likely to have unfavorable peer relationships. The study also shows

that reciprocated friendships play the protective function against adverse peer experiences.

This information about Aria’s social difficulties is essential for planning interventions to

enhance her peer relations. The results affirm the need for social skills training

interventions so that Aria can learn how to cultivate healthy friendships and socialization,

thus promoting her healthy social adjustment.

Van Tran, C., Pham, M. M., Mai, P. T., Le, T. T., & Nguyen, D. T. (2020). Inclusive

education for students with autism spectrum disorder in elementary schools in Vietnam:

The current situation and solutions. International Electronic Journal of Elementary

Education, 12(3), 265-273.

https://www.iejee.com/index.php/IEJEE/article/download/1089/454

Van Tran et al. (2020) assess the factors affecting the provision of inclusive education for

children with ASD in Vietnam, and find knowledge and resource deficits concerning

teachers’ and families’ support. The study calls for the enhancement of the existing policies

and access to good resources to address the education of children with ASD. From this

source, it is possible to find the information about the difficulties and opportunities for the

development of IEP, which can be relevant to the case of Aria. This suggests that sufficient

preparation of teachers and parents’ engagement is critical in building a conducive

educational atmosphere for Aria.

McClemont, A. J., Morton, H. E., Gillis, J. M., & Romanczyk, R. G. (2021). Brief report:

Predictors of school refusal due to bullying in children with autism spectrum disorder and

attention-deficit/hyperactivity disorder. Journal of autism and developmental disorders,

51(5), 1781-1788. https://www.researchgate.net/profile/Abbey-

Mcclemont/publication/343291469_Brief_Report_Predictors_of_School_Refusal_Due_to_

Bullying_in_Children_with_Autism_Spectrum_Disorder_and_Attention-

DeficitHyperactivity_Disorder/links/5f32e4d3458515b729182ffe/Brief-Report-Predictors-

of-School-Refusal-Due-to-Bullying-in-Children-with-Autism-Spectrum-Disorder-and-

Attention-Deficit-Hyperactivity-Disorder.pdf

McClemont et al. (2021) explore the factors that determine school refusal resulting from

bullying among children with ASD and ADHD; children with these diagnoses are more

vulnerable to such episodes. The study categorizes classroom aides and behavior

management as the barriers against school refusal. This source of information is crucial in

determining the effects of bullying on Aria’s school attendance pattern and her emotional

health. It will explain how to improve the conditions in the school that would prevent

bullying Aria and encourage her to engage in school activities and maintain good mental

health.

ADHD and ASD in Children: A Case Study of Aria

LaPorscha L. Terrell

Southern New Hampshire University

PSY634

Dr. Montenegro

June 14,2024

ADHD and ASD in Children: A Case Study of Aria

Zablotsky, B., Bramlett, M. D., & Blumberg, S. J. (2020). The co-occurrence of autism

spectrum disorder in children with ADHD. Journal of Attention Disorders, 24(1), 94-103.

https://journals.sagepub.com/doi/full/10.1177/1087054717713638

This study analyzed the comorbidity of Autism Spectrum Disorder (ASD) in children with

Attention-Deficit/Hyperactivity Disorder (ADHD). The findings show that children with

both ADHD and ASD require more treatment and are likely to have other conditions than

children with ADHD only. This co-morbidity is related to higher ADHD symptomatology

and the combined hyperactive/impulsive and inattentive ADHD subtype. The conclusions

indicate the need for individual treatment strategies for children with both disorders like

Aria. This information will be helpful in explaining the challenge of addressing Aria’s

conditions and the need for holistic care plans.

Antshel, K. M., & Russo, N. (2019). Autism spectrum disorders and ADHD: Overlapping

phenomenology, diagnostic issues, and treatment considerations. Current psychiatry

reports, 21, 1-11. https://link.springer.com/article/10.1007/s11920-019-1020-5

Antshel and Russo discuss the similarities between ASD and ADHD and how the treatment

of both disorders may overlap. They point out genetic overlap and social and executive

dysfunction. Despite these overlaps, the disorders have separate phenotypes, and hence

should be diagnosed as different disorders. The article focuses on the necessity of taking

into consideration the presence of comorbid ADHD in ASD and vice versa. This study will

assist in elaborating on Aria’s dual diagnosis, understanding her peculiarities, and

highlighting the specific approach necessary to address her condition.

Salunkhe, G., Weissbrodt, K., Feige, B., Saville, C. W. N., Berger, A., Dundon, N. M., ...

& Klein, C. (2021). Examining the overlap between ADHD and autism spectrum disorder

(ASD) using candidate endophenotypes of ADHD. Journal of Attention Disorders, 25(2),

217-232.

https://research.bangor.ac.uk/portal/files/20851189/2018_Examining_the_overlap.pdf

This article explored the effects of ADHD and ASD on the cognitive abilities of the

patients, including intra subject variability, working memory, inhibition, and temporal

processing. They establish that ASD+ADHD children have greater intra-subject variability

and temporal processing abnormalities, like ADHD-only children, but not children with

only ASD. This study therefore underscores the need for treatment interventions to address

both disorders’ cognitive impairments. The analysis of the specific areas of cognitive

dysfunction in the students diagnosed with ASD+ADHD will help in the development of

an approach to Aria’s learning and behavior in school.

Hours, C., Recasens, C., & Baleyte, J. M. (2022). ASD and ADHD comorbidity: What are

we talking about?. Frontiers in psychiatry, 13, 837424.

https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2022.837424/full?trk

=public_post_comment-text

In the work of Hours et al. (2022), the authors discuss the clinical significance of the high

prevalence of comorbidity between ASD and ADHD, wondering whether these should be

considered different disorders or manifestations of the same neurodevelopmental processes.

The article calls for more precise diagnostic classifications and raises doubts about the

effectiveness of existing diagnostic frameworks. This source will help in critically

appraising Aria’s dual diagnosis to guarantee that the management plan takes into

consideration her neuropsychological functioning. It highlights the need for fine-grained

clinical evaluations and the need to build intervention plans based on the particularities of

the cases.

Cheesman, R., Eilertsen, E. M., Ayorech, Z., Borgen, N. T., Andreassen, O. A., Larsson,

H., ... & Ystrom, E. (2022). How interactions between ADHD and schools affect

educational achievement: a family‐based genetically sensitive study. Journal of Child

Psychology and Psychiatry, 63(10), 1174-1185.

https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13656

Cheesman et al. (2022) explore the relationship between the ADHD symptoms, genetic

factors, and school settings on academic performance. The study reveals that positive

school climate reduces the effect of ADHD on academic achievement. This article is very

useful for discussion of Aria’s educational requirements and the necessity of schools to be

more tolerant. The findings of this study will help in developing ways of improving Aria’s

academic achievement and to make her learning environment appropriate to her learning

style.

Lee, Y., Mikami, A. Y., & Owens, J. S. (2021). Children’s ADHD symptoms and

friendship patterns across a school year. Research on Child and Adolescent

Psychopathology, 49(5), 643-656. https://files.eric.ed.gov/fulltext/ED610631.pdf

Lee et al. (2021) examine the correlation between ADHD symptoms and the quality of

friendship in elementary school children and report that the children with higher levels of

ADHD symptoms are likely to have unfavorable peer relationships. The study also shows

that reciprocated friendships play the protective function against adverse peer experiences.

This information about Aria’s social difficulties is essential for planning interventions to

enhance her peer relations. The results affirm the need for social skills training

interventions so that Aria can learn how to cultivate healthy friendships and socialization,

thus promoting her healthy social adjustment.

Van Tran, C., Pham, M. M., Mai, P. T., Le, T. T., & Nguyen, D. T. (2020). Inclusive

education for students with autism spectrum disorder in elementary schools in Vietnam:

The current situation and solutions. International Electronic Journal of Elementary

Education, 12(3), 265-273.

https://www.iejee.com/index.php/IEJEE/article/download/1089/454

Van Tran et al. (2020) assess the factors affecting the provision of inclusive education for

children with ASD in Vietnam, and find knowledge and resource deficits concerning

teachers’ and families’ support. The study calls for the enhancement of the existing policies

and access to good resources to address the education of children with ASD. From this

source, it is possible to find the information about the difficulties and opportunities for the

development of IEP, which can be relevant to the case of Aria. This suggests that sufficient

preparation of teachers and parents’ engagement is critical in building a conducive

educational atmosphere for Aria.

McClemont, A. J., Morton, H. E., Gillis, J. M., & Romanczyk, R. G. (2021). Brief report:

Predictors of school refusal due to bullying in children with autism spectrum disorder and

attention-deficit/hyperactivity disorder. Journal of autism and developmental disorders,

51(5), 1781-1788. https://www.researchgate.net/profile/Abbey-

Mcclemont/publication/343291469_Brief_Report_Predictors_of_School_Refusal_Due_to_

Bullying_in_Children_with_Autism_Spectrum_Disorder_and_Attention-

DeficitHyperactivity_Disorder/links/5f32e4d3458515b729182ffe/Brief-Report-Predictors-

of-School-Refusal-Due-to-Bullying-in-Children-with-Autism-Spectrum-Disorder-and-

Attention-Deficit-Hyperactivity-Disorder.pdf

McClemont et al. (2021) explore the factors that determine school refusal resulting from

bullying among children with ASD and ADHD; children with these diagnoses are more

vulnerable to such episodes. The study categorizes classroom aides and behavior

management as the barriers against school refusal. This source of information is crucial in

determining the effects of bullying on Aria’s school attendance pattern and her emotional

health. It will explain how to improve the conditions in the school that would prevent

bullying Aria and encourage her to engage in school activities and maintain good mental

health.