Relevant bibliographies by topics / Comorbid autism spectrum disorder and attention-deficit

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Comorbid autism spectrum disorder and attention-deficit'

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Published: 20 February 2023

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Journal articles on the topic "Comorbid autism spectrum disorder and attention-deficit"

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Schweitzer, Julie B., Marjorie Solomon, Meghan Miller, and Irva Hertz-Picciotto. "Comorbid Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorders." ADHD Report 25, no. 7 (November 2017): 1–7. http://dx.doi.org/10.1521/adhd.2017.25.7.1.

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Sabet, Jessica, Lisa Underwood, Eddie Chaplin, Hannah Hayward, and Jane McCarthy. "Autism spectrum disorder, attention-deficit hyperactivity disorder and offending." Advances in Autism 1, no. 2 (October 29, 2015): 98–107. http://dx.doi.org/10.1108/aia-08-2015-0013.

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Purpose – A wealth of research on autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD) has led to increased understanding and identification of each of these developmental disorders. Existing literature has sparked controversial discussions regarding whether aspects of ASD and ADHD predispose individuals to criminality. The purpose of this paper is to explore the link between these conditions and offending. Design/methodology/approach – A review of the literature on ASD, ADHD and offending was undertaken. This paper looks at the particular focus of the literature on the involvement of individuals with ADHD and ASD within the criminal justice system. Findings – There is some evidence of a link between ADHD and criminality. However, the relationship between ASD and offending is a little more difficult to ascertain. Complicating this further is the relatively unexplored subject of comorbid ASD/ADHD and criminal behaviour. This paper found that additional cognitive deficits and conduct problems are associated with comorbid ASD/ADHD, highlighting the need for further research and development of interventions. Originality/value – This paper seeks to examine whether predictions can be made with regards to what offending behaviour may look like in an individual with comorbid ASD/ADHD. This paper reviews the literature on offending in relation to both disorders to examine whether predictions can be made with regards to what the offending behaviour of an individual with ASD and ADHD may look like.
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Rosenberg, Rebecca E., Walter E. Kaufmann, J. Kiely Law, and Paul A. Law. "Parent Report of Community Psychiatric Comorbid Diagnoses in Autism Spectrum Disorders." Autism Research and Treatment 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/405849.

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We used a national online registry to examine variation in cumulative prevalence of community diagnosis of psychiatric comorbidity in 4343 children with autism spectrum disorders (ASD). Adjusted multivariate logistic regression models compared influence of individual, family, and geographic factors on cumulative prevalence of parent-reported anxiety disorder, depression, bipolar disorder, and attention deficit/hyperactivity disorder or attention deficit disorder. Adjusted odds of community-assigned lifetime psychiatric comorbidity were significantly higher with each additional year of life, with increasing autism severity, and with Asperger syndrome and pervasive developmental disorder—not otherwise specified compared with autistic disorder. Overall, in this largest study of parent-reported community diagnoses of psychiatric comorbidity, gender, autistic regression, autism severity, and type of ASD all emerged as significant factors correlating with cumulative prevalence. These findings could suggest both underlying trends in actual comorbidity as well as variation in community interpretation and application of comorbid diagnoses in ASD.
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Berenguer, Carmen, Belen Rosello, and Geraldine Leader. "A Review of Executive Functions in Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder." Journal of Educational and Developmental Psychology 8, no. 2 (August 16, 2018): 107. http://dx.doi.org/10.5539/jedp.v8n2p107.

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Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are two of the most common childhood-onset neurodevelopmental disorders. Literature has shown different patterns of deficits in executive functioning in children with ASD and ADHD. To date few studies have examined executive functions in both ASD and ADHD and with mixed results.The current study provides the first systematic review to explore distinct executive function components (attention problems, response inhibition, working memory, planning and flexibility) that underlie the specific deficits seen in children and adolescents with both ASD and ADHD disorders. Findings provide evidence for executive dysfunctions across different key components such as attention, response inhibition and verbal working memory in children and adolescents with ASD and comorbid ADHD clinical symptoms. This research explores the neurocognitive profile of the comorbid condition, which is also critical for designing appropriate interventions.
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Zajic, Matthew C., Nancy McIntyre, Lindsay Swain-Lerro, Stephanie Novotny, Tasha Oswald, and Peter Mundy. "Attention and written expression in school-age, high-functioning children with autism spectrum disorders." Autism 22, no. 3 (December 9, 2016): 245–58. http://dx.doi.org/10.1177/1362361316675121.

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High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties.
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Jogia, Jigar, Alia H. Sharif, Faisal A. Nawaz, Abdul Rahman Khan, Raed H. Alawami, Maryam A. Aljanahi, and Meshal A. Sultan. "Comorbidities Associated With Attention-Deficit/Hyperactivity Disorder in Children and Adolescents at a Tertiary Care Setting." Global Pediatric Health 9 (January 2022): 2333794X2210766. http://dx.doi.org/10.1177/2333794x221076607.

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Studies have revealed high rates of neurodevelopmental and psychiatric comorbid conditions among individuals diagnosed with attention-deficit/hyperactivity disorder (ADHD). However, research on this topic in the Arab world has been limited. This study evaluates the medical, neurodevelopmental, and psychiatric comorbidities in children and adolescents diagnosed with ADHD in Dubai, United Arab Emirates (UAE). A total of 428 pediatric patients diagnosed with ADHD were included. Children and adolescents with ADHD had high rates of comorbid disorders. Twenty comorbid conditions were identified. More than 3 quarters of the study sample had at least 1 comorbid disorder. The most common comorbidity among children was autism spectrum disorder, and among adolescents was anxiety disorders. Comprehensive assessments are highly warranted to identify and manage associated comorbid conditions. Further research is needed in exploring the biopsychosocial factors contributing to the elevated rate of comorbidity in children and adolescents with ADHD.
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Malow, Beth, and Angela Maxwell-Horn. "Sleep in Autism." Seminars in Neurology 37, no. 04 (August 2017): 413–18. http://dx.doi.org/10.1055/s-0037-1604353.

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AbstractAutism spectrum disorder (ASD) is a neurodevelopmental disorder that has increased in prevalence over the last several decades. A significant proportion of children with ASD have comorbid sleep disorders. The interplay between ASD and sleep is multifactorial and bidirectional. There is evidence for physiological differences in ASD that contribute to sleep problems, including sensory overresponsiveness (SOR) and abnormal melatonin production. Comorbidities associated with ASD (attention deficit hyperactivity disorder [ADHD], mood disorders) as well as medications used to treat these comorbidities often have effects on sleep architecture. In this article the authors discuss the etiology and manifestations of sleep disorders in children with ASD, as well as their clinical evaluation and treatment options.
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Yamawaki, Kaori, Kazue Ishitsuka, Satoshi Suyama, Shunsuke Suzumura, Hiroshi Yamashita, and Shigenobu Kanba. "Clinical characteristics of boys with comorbid autism spectrum disorder and attention deficit/hyperactivity disorder." Pediatrics International 62, no. 2 (February 2020): 151–57. http://dx.doi.org/10.1111/ped.14105.

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Brookman-Frazee, Lauren, Nicole Stadnick, Colby Chlebowski, Mary Baker-Ericzén, and William Ganger. "Characterizing psychiatric comorbidity in children with autism spectrum disorder receiving publicly funded mental health services." Autism 22, no. 8 (September 15, 2017): 938–52. http://dx.doi.org/10.1177/1362361317712650.

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Publicly funded mental health programs play a significant role in serving children with autism spectrum disorder. Understanding patterns of psychiatric comorbidity for this population within mental health settings is important to implement appropriately tailored interventions. This study (1) describes patterns of psychiatric comorbidity in children with autism spectrum disorder who present to mental health services with challenging behaviors and (2) identifies child characteristics associated with comorbid conditions. Data are drawn from baseline assessments from 201 children with autism spectrum disorder who participated in a community effectiveness trial across 29 publicly funded mental health programs. Non-autism spectrum disorder diagnoses were assessed using an adapted Mini-International Neuropsychiatric Interview, parent version. Approximately 92% of children met criteria for at least one non-autism spectrum disorder diagnosis (78% attention deficit hyperactivity disorder, 58% oppositional defiant disorder, 56% anxiety, 30% mood). Logistic regression indicated that child gender and clinical characteristics were differentially associated with meeting criteria for attention deficit hyperactivity disorder, oppositional defiant disorder, an anxiety, or a mood disorder. Exploratory analyses supported a link between challenging behaviors and mood disorder symptoms and revealed high prevalence of these symptoms in this autism spectrum disorder population. Findings provide direction for tailoring intervention to address a broad range of clinical issues for youth with autism spectrum disorder served in mental health settings.
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Merrill, Ray M., Andrew W. Merrill, and Miranda Madsen. "Attention-Deficit Hyperactivity Disorder and Comorbid Mental Health Conditions Associated with Increased Risk of Injury." Psychiatry Journal 2022 (October 14, 2022): 1–9. http://dx.doi.org/10.1155/2022/2470973.

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Background. To describe the influence of attention-deficit hyperactivity disorder (ADHD) and comorbid mental health conditions on the risk of selected injuries. Methods. A retrospective cohort study design was employed using medical claim data from the Deseret Mutual Benefit Administrators (DMBA). Mental health conditions, injury, medication, and demographic data were extracted from claim files for ages 4-64, years 2016-2020. Results. Approximately 51.8% of individuals with ADHD had one or more comorbid mental health conditions (anxiety [37.0%], depression [29.9%], autism spectrum disorder (ASD) [3.6%], bipolar disorder [4.7%], obsessive compulsive disorder (OCD) [2.4%], schizophrenia [0.9%], and manic disorder [0.2%]). The rate of injury was 1.33 (95% CI 1.27–1.39) for ADHD only versus no ADHD and 1.62 (95% CI 1.56–1.68) for ADHD and comorbid mental health conditions versus no ADHD, after adjusting for age, sex, salary, and year. Cases with ADHD but no comorbid mental health conditions versus no ADHD were at increased risk of each of 12 types of injury. The increased risk was noticeably more pronounced for ADHD cases with one or more comorbid mental health conditions versus no ADHD. The greatest increased risk of injury was among ADHD cases with comorbid schizophrenia, followed by bipolar disorder and OCD. Comorbid autism disorder does not increase the risk of injury, but lowers it. Finally, the number of comorbid mental health conditions among ADHD cases was positively associated with increased injury rates (6% for one, 30% for two, 65% for three, and 129% for four). Conclusions. ADHD is positively associated with an increased risk of injury. Comorbid mental health conditions further increase the risk of injury among those with ADHD.
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Dissertations / Theses on the topic "Comorbid autism spectrum disorder and attention-deficit"

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Elias, Rebecca M. "Challenges and Strengths of College Students with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/78067.

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Emerging adults who have Autism Spectrum Disorder (ASD) often encounter difficulties within the university setting. Despite an increase in the number of students with ASD enrolled in postsecondary educational institutions, there are few reports on the social, academic, and/or other needs of college students with ASD. The purpose of this study was to assess the perspectives of parents of emerging adults with ASD and ADHD, in order to inform efforts to address the poor postsecondary outcomes of students with ASD. Survey data were collected from parents who had a son or daughter in one of three educational placement groups (parents of high school students, parents of postsecondary students, and parents of individuals aged 18-25 not enrolled in education) among two disorders; ASD and ADHD. Participants were recruited nationally to participate in an online survey. Parents of emerging adults with ASD identified social interactions and daily living as primary difficulties for their son or daughter with ASD. Significant differences emerged with respect to difficulties among emerging adults with ADHD, who identified difficulties related to executive functioning and attention. Social interaction training was an identified needed service by parents of emerging adults with ASD. Additionally, independent living training was a common core service requested by parents of individuals with ASD and parents of individuals with ADHD. Results suggest that the postsecondary profile of parent-reported difficulties and needed services remains distinct for the diagnostic groups ASD and ADHD. These difficulties should be considered within the context of intervention for postsecondary students with ASD and ADHD.
Master of Science
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Albajara, Saenz Ariadna. "On the association between Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder: A neuroimaging investigation." Doctoral thesis, Universite Libre de Bruxelles, 2020. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/303539.

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Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are two neurodevelopmental disorders with distinct diagnostic criteria that often co-occur. Although both ASD and ADHD are associated with structural and functional brain abnormalities when compared to typically developing (TD) populations, it is necessary to disentangle the shared and specific abnormalities between these disorders, potentially underlying similarities and differences in their clinical and neurocognitive profiles. The aim of this thesis was to explore the shared and disorder specific functional and structural brain abnormalities between ASD and ADHD. For this purpose, the neural underpinnings of a group of children with ADHD, a group of children with ASD and a group of TD children aged 8 to 12 years old were compared using different neuroimaging techniques. In Chapter 2, the experimental sample included in this thesis was described using multiple clinical and neurocognitive measures. In the first study (Chapter 3), total and regional brain volumes were compared between groups, using voxel-based morphometry. The results of this study showed larger grey matter volume (GMV) in the left precuneus and decreased GMV in the right thalamus in the ADHD group compared to either the TD or the ASD groups, and increased GMV in the right precentral gyrus in the ASD group compared to either the ADHD or the TD groups. In the second study (Chapter 4), white matter microstructure was compared between groups using diffusion tensor imaging derived indices (fractional anisotropy [FA] and mean diffusivity [MD]). Reduced FA (i.e. reduced diffusion directionality) in the genu of the corpus callosum (CC) was found in the ASD group compared to either children with ADHD or TD children, whereas lower FA in the body of the CC was a shared feature between the ADHD and ASD groups. Finally, in the last study (Chapter 5), inhibition-related brain activation was compared between groups during the execution of an inhibition stop-signal task. In children with ADHD, successful inhibition was associated with right inferior parietal activation, whereas right frontal regions were activated in children with ASD. Between-group comparisons disclosed higher middle frontal activation in the ASD group compared to the ADHD or the TD groups. Taken together, our findings provide further evidence contributing to disentangle the shared and specific brain structural and functional abnormalities between ASD and ADHD.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Martin, Joanna. "Examining the clinical and genetic overlap of Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder traits." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/69188/.

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Attention deficit hyperactivity disorder (ADHD) is a common and impairing neurodevelopmental disorder, which frequently co-occurs with autism spectrum disorder (ASD). Both disorders are highly heritable and recent studies report a substantial degree of overlap in genetic risks for ADHD and ASD. The overall objective of this thesis is to examine the clinical co-occurrence and shared genetic susceptibility of these conditions, as well as of related developmental problems. First, the presentation of ASD traits is examined in a clinical sample of children diagnosed with ADHD. This is followed by an assessment of whether the presence of ASD traits in children with ADHD is associated with additional cognitive or developmental difficulties. Lastly, it is investigated whether common genetic risk variants which are associated with clinically-diagnosed ADHD are also associated with ADHD traits, ASD-like social-communication difficulties and neurocognitive abilities (i.e. IQ, working memory, inhibitory control and facial emotion recognition) in children from a general population sample. The results show that ASD traits split into separate, albeit correlated dimensions of social-communication difficulties and restrictive, repetitive behaviours (RRBs) in children with ADHD. They also suggest that there may be some overlap of RRBs and hyperactive-impulsive ADHD symptoms. Increasing levels of ASD traits in children with ADHD are found to index more ADHD symptoms, as well as lower cognitive abilities and a greater likelihood of developmental difficulties. Finally, the results demonstrate that common genetic risk variants relevant to ADHD diagnosis are associated with ADHD and social-communication problems as well as cognitive difficulties (lower IQ and working memory abilities) in children in the general population. This thesis extends our understanding of the clinical importance of assessing ASD in the context of ADHD. Furthermore, the findings demonstrate that common genetic risk variants for childhood ADHD are also relevant to other neurodevelopmental and cognitive outcomes in the general population.
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Antezana, Ligia. "Salience and Frontoparietal Network Patterns in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83967.

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Autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) have been difficult to differentiate in clinical settings, as these two disorders are phenotypically similar and both exhibit atypical attention and executive functioning. Mischaracterizations between these two disorders can lead to inappropriate medication regimes, significant delays in special services, and personal distress to families and caregivers. There is evidence that ASD and ADHD are biologically different for attentional and executive functioning mechanisms, as only half of individuals with co-occurring ASD and ADHD respond to stimulant medication. Further, neurobehavioral work has supported these biological differences for ASD and ADHD, with both shared and distinct functional connectivity. In specific, two brain networks have been implicated in these disorders: the salience network (SN) and frontoparietal network (FPN). The SN is a network anchored by bilateral anterior insula and the dorsal anterior cingulate cortex and has been implicated in “bottom-up” attentional processes for both internal and external events. The FPN is anchored by lateral prefrontal cortex areas and the parietal lobe and plays a roll in “top-down” executive processes. Functional connectivity subgroups differentiated ASD from ADHD with between SN-FPN connectivity patterns, but not by within-SN or within-FPN connectivity patterns. Further, subgroup differences in ASD+ADHD comorbidity vs. ASD only were found for within-FPN connectivity.
Master of Science
Autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) have been difficult to differentiate in clinical settings, as these two disorders are similar and both exhibit attention and executive functioning difficulties. ASD and ADHD have shared and distinct functional brain network connectivity related to attention and executive functioning. Two brain networks have been implicated in these disorders: the salience network (SN) and frontoparietal network (FPN). The SN is a network that has been implicated in “bottom-up” attentional processes for both internal and external events. The FPN plays a roll in “top-down” executive processes. This study found that functional connectivity patterns between the SN and FPN differentiated ASD from ADHD. Further, connectivity patterns in children with co-occurring ASD and ADHD were characterized by within-FPN connectivity.
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Austin, Kristin Elizabeth. "Working memory and social competence in individuals with attention-deficit/hyperactivity disorder (ADHD) symptoms and autism spectrum disorder (ASD) traits." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/78470.

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Attention Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are heterogeneous neurodevelopmental disorders with similar functional impairments. Specifically, working memory (WM) deficits have been found in studies of both ADHD and ASD and social competence has been identified as an area in which these individuals also struggle. The purpose of this study was (a) to identify which components of working memory (WM; based on Baddeley's 2000 model) are deficient and (b) to explore how WM deficits contribute to social problems in individuals with varying levels of ADHD symptoms and ASD traits. It was hypothesized that visuospatial (VS) WM deficits would be evident in the three analogue clinical groups, phonological (PH) WM and central executive (CE) deficits would be more evident in groups with high ADHD symptoms, all three analogue clinical groups would have lower social competence, and WM abilities would moderate the relationship between ADHD symptoms and social competence. In Phase I, 1311 undergraduate students participated in an online survey on general psychopathology, ADHD symptoms, and ASD traits. From this sample, a subgroup (n = 60) completed Phase II, an in-lab session that included WM tasks, a brief cognitive assessment, and social conversation task. Although WM deficits were not identified for any group, all participants demonstrated worse performance on the VS WM task than the PH WM task. However, WM abilities did not moderate the relationship between ADHD symptoms and social competence. Exploratory analyses were conducted with similar results. Limitations and suggestions for future research are discussed.
Ph. D.
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Tang, Lisa Choy. "Psychological well-being in parents of children with pervasive developmental disorders and attention-deficit / hyperactivity disorder." Diss., Connect to online resource - MSU authorized users, 2008.

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Noeder, Maia M. "The Impact of Parent-Child Factors on the Play Abilities of Children Diagnosed with Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder and Speech Language Impairment." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1300842663.

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Henry, Alexis. "An Evaluation of Behavioral Skills Training on Parent Implementation of Behavior-Management Strategies." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2425.

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This paper describes an evaluation of the effectiveness of Behavioral Skills Training (BST) as an individual parent training model. BST effects on parent responses to child behavior, and by extension, child problem behavior was investigated. The parent participants in the study had children under the age of 10 years old with diagnoses such as Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. The researcher conducted observations in situ and via video transmission. Implications of the study include the ability to effectively apply an intervention for parents in situations where the therapist cannot physically come to the parent’s home as well as the effectiveness of using BST to teach general problem behavior management to caregivers. The results presented suggest that behavioral skills training as a parent training method is effective for increasing appropriate parent behavior, but results are mixed for its immediate impact on child problem behavior. Keywords: attention deficit disorder, autism spectrum disorder, behavioral skills training, parent training, problem behavior
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Schindler, Rachael Dawn. "Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860.

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Bååw, Wennerstrand Nina, and Sofia Thorsén. "Familjens upplevelse av att leva med barn som haren neuropsykiatrisk funktionsnedsättning : En litteraturbaserad studie." Thesis, Högskolan Väst, Avdelningen för omvårdnad - grundnivå, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11419.

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Background: The two most common neuropsychiatric disabilities are attention deficithyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Functional impairmentsentail some difficulties for the child that affects the family situation such as interaction withother people and learning and memory difficulties. Aim: The aim of this study was to illuminate the family's experience of living with childrenwho have a neuropsychiatric disability. Method: A qualitative approach was used for this literature based study. The CINAHL and PubMed databases were used to search for scientific articles. Through systematic searches we found ten articles and these were analyzed using Friberg's five-step method. Results: The result is presented on the basis of three themes: An everyday battle, Experiences of understanding and support from the outside world and Family life in light and darkness. It shows that it was a daily struggle for family members in their daily lives. The parents experienced a lack of understanding from the outside world and received limited support. Several parents felt socially isolated and alone. Their daily situation ended up in strong emotions. Conclusion: This study provides an understanding of how family members experience their everyday situation with the child with neuropsychiatric disability. The family relationship was affected in one way or another and it was important for family members to receive support. The nurse has an important responsibility to provide the support and care that family members need to avoid suffering.
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Books on the topic "Comorbid autism spectrum disorder and attention-deficit"

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Giustra-Kozek, Jennifer. Healing without hurting: Treating ADHD, apraxia, and autism spectrum disorders naturally and effectively without harmful medication. Howard Beach, NY: Changing Lives Press, 2014.

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The overtilted child: Creating a sensational classroom for kids with Sensory Processing Disorder, Autism Spectrum Disorders and ADD/ADHD. Scott's Valley, California]: [CreateSpace Independent Publishing Platform], 2013.

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Emmons, Polly Godwin. Understanding sensory dysfunction: Learning, development and sensory dysfunction in autism spectrum disorders, ADHD, learning disabilities and bipolar disorder. Philadelphia, PA: Jessica Kingsley Publishers, 2004.

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Åsberg, Jakob. Literacy and comprehension in school-aged children: Studies on autism and other developmental disabilities. [Gothenburg]: University of Gothenburg, Department of Psychology, 2009.

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Hendrickx, Sarah. The adolescent and adult neuro-diversity handbook: Asperger's syndrome, ADHD, dyslexia, dyspraxia, and related conditions. London: Jessica Kingsley Publishers, 2010.

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The adolescent and adult neuro-diversity handbook: Asperger's syndrome, ADHD, dyslexia, dyspraxia, and related conditions. London: Jessica Kingsley Publishers, 2010.

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1961-, Anderson Liz McKendry, ed. Understanding sensory dysfunction: Learning, development and sensory dysfunction in autism spectrum disorders, ADHD, learning disabilities and bipolar disorder. Philadelphia: Jessica Kingsley Publishers, 2005.

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Anxiety disorders. Broomall, PA: Mason Crest, 2016.

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Learning disabilities sourcebook: Basic consumer health information about dyslexia, dyscalculia, dysgraphia, speech and communication disorders, auditory and visual processing disorders, and other conditions that make learning difficult, including attention deficit hyperactivity disorder, down syndrome and other chromosomal disorders, fetal alcohol spectrum disorders, hearing and visual impairment, autism and other pervasive developmental disorders, and traumatic brain Injury; along with facts about diagnosing learning disabilities, early intervention, the special education process, legal protections, assistive technology, and accommodations, and guidelines for life-stage transitions, suggestions for coping with daily challenges, a glossary of related terms, and a directory of additional resources. 4th ed. Detroit, MI: Omnigraphics, 2012.

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Brugha, Traolach S. The Psychiatry of Adult Autism and Asperger Syndrome. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198796343.001.0001.

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Within general psychiatry, awareness of autism spectrum disorder (ASD) and the use of the terms ‘autism’, ‘autistic disorder’, ‘Asperger syndrome’, the ‘autism spectrum’, and ‘high functioning autism’ (HFA) are growing. However, autism has yet to become part of the accepted mainstream, core curriculum of general psychiatry. Psychiatrists are now expected to be able to recognize autism and consider its effects on their adult patients, particularly those showing signs of comorbid mental disorder, for example, schizophrenia, personality disorder, mood disorder, or attention-deficit/hyperactivity disorder (ADHD). From childhood through to adulthood and old age there is a failure in autism to develop skills in reciprocal social interaction, understanding, and flexibility. This can profoundly affect behaviour in the community, personal independence, employability, and social relationships, including marriage and parenting. Most cases of autism in adults are unrecognized and undiagnosed, both within the general population and in adults using psychiatric services. This book gives a comprehensive introduction to autism and Asperger syndrome written to fit the adult clinician’s perspective. It will assist with autism recognition and diagnosis in adulthood. It is designed to enhance the clinician’s role in treating patients with co-morbid mental disorder, while understanding and taking account of the autism component. It will also help in signposting patients with autism to appropriate care and support, as family involvement diminishes, or ceases in adulthood and old age, and in the psychiatrist’s role in providing advice to the courts and in the context of detention in accordance with mental health law.
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Book chapters on the topic "Comorbid autism spectrum disorder and attention-deficit"

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Sokhadze, Estate M., Desmond P. Kelly, Eva Lamina, and Manuel F. Casanova. "Neurofeedback Training with Concurrent Psychophysiological Monitoring in Children with Autism Spectrum Disorder with Comorbid Attention Deficit/Hyperactivity Disorder." In Contemporary Clinical Neuroscience, 311–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54564-2_15.

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Ghanizadeh, Ahmad. "Attention Deficit/Hyperactivity Disorder." In Encyclopedia of Autism Spectrum Disorders, 286–93. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1829.

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Ghanizadeh, Ahmad. "Attention Deficit/Hyperactivity Disorder." In Encyclopedia of Autism Spectrum Disorders, 375–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1829.

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Deb, Shoumitro Shoumi, Bhathika Perera, and Marco O. Bertelli. "Attention Deficit Hyperactivity Disorder." In Textbook of Psychiatry for Intellectual Disability and Autism Spectrum Disorder, 457–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-95720-3_17.

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Cortese, Samuele. "Attention-Deficit Hyperactivity Disorder and Autism Spectrum Disorder." In Psychiatric Symptoms and Comorbidities in Autism Spectrum Disorder, 79–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29695-1_6.

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Salerno, Luana, and J. J. Sandra Kooij. "Adult Attention Deficit Hyperactivity Disorder (ADHD) in ASD." In Psychopathology in Adolescents and Adults with Autism Spectrum Disorders, 175–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26276-1_11.

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Antshel, Kevin M., and Bridget O. Hier. "Attention Deficit Hyperactivity Disorder (ADHD) in Children with Autism Spectrum Disorders." In Comprehensive Guide to Autism, 1013–29. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-4788-7_53.

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Peng, Cynthia S., and Gregory L. Wallace. "Profiles of Executive Control in Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Tourette's Syndrome." In The Wiley Handbook of Developmental Psychopathology, 87–137. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118554470.ch5.

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Taylor, Eric. "Services for Neurodevelopmental Disorders such as Autism Spectrum, Attention Deficit Hyperactivity Disorder (ADHD), and Tic Disorders." In Mental Health and Illness Worldwide, 1–11. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-0753-8_46-1.

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Taylor, Eric. "Services for Neurodevelopmental Disorders such as Autism Spectrum, Attention Deficit Hyperactivity Disorder (ADHD), and Tic Disorders." In Mental Health and Illness Worldwide, 531–41. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2348-4_46.

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Conference papers on the topic "Comorbid autism spectrum disorder and attention-deficit"

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Nikolaeva, Elena I. "Genetics and psychophysiology of ADHD and autism." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.12.

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The paper discusses the brain mechanisms of autism and attention deficit hyperactivity disorder. It is shown that these disorders are associated with different genetic causes that create certain psychophysiological mechanisms. Nevertheless, their diagnosis is interrelated. Moreover, a child is often first diagnosed with ADHD, and then the diagnosis is changed to “autism spectrum disease”. Among the most common causes of the disease is the behavior of retrotransposons. Retrotransposons (also called transposons via intermediate RNA) are genetic elements that can amplify themselves in the genome. These DNA sequences use a “copy and paste” mechanism, whereby they are first transcribed into RNA and then converted back to identical DNA sequences via reverse transcription, and these sequences are then inserted into the genome at target sites. In humans, retro elements take up 42 % of the DNA. The conclusion is made that for the formation of an individual profile of gene expression in the neuron, the most important is the phenomenon of somatic mosaicism, due to the process of L1 retrotransposition, in addition to the classical described mechanisms of differentiation. The number of such events and their localization is significant as they are likely to contribute to the development of both autism and ADHD.
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Reports on the topic "Comorbid autism spectrum disorder and attention-deficit"

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Anthony, Laura, Bruno Anthony, and Lauren Kenworthy. Improving Classroom Behaviors Among Students With Symptoms of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder. Patient-Centered Outcomes Research Institute® (PCORI), May 2020. http://dx.doi.org/10.25302/04.2020.ad.13047379.

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Anthony, Laura, Bruno Anthony, and Lauren Kenworthy. Improving Classroom Behaviors Among Students With Symptoms of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder. Patient-Centered Outcomes Research Institute (PCORI), June 2020. http://dx.doi.org/10.25302/06.2020.ad.13047379.

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ADHD in CYP with autism, and pharmacological treatment ‘CAMHS around the Campfire’. ACAMH, May 2021. http://dx.doi.org/10.13056/acamh.15824.

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This session we are discussing ADHD in children and young people with autism, in relation to pharmacological treatment, with the focus on Dr. Stephanie Ameis’ in JCPP ‘Practitioner Review: Pharmacological treatment of attention‐deficit/hyperactivity disorder symptoms in children and youth with autism spectrum disorder: a systematic review and meta‐analysis’ first published 26 August 2020.
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How effective is medication for ADHD symptoms in children with ASD? ACAMH, December 2020. http://dx.doi.org/10.13056/acamh.14221.

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Clinically significant attention-deficit/hyperactivity disorder (ADHD) symptoms are common and impairing in children with autism spectrum disorder (ASD).1 Moreover, ADHD is the most common co-occurring mental health diagnosis driving increased rates of medication use in children with ASD.
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