Neuropsychological Characteristics of Children with Mixed Autism and ADHD

Colombi, Costanza; Ghaziuddin, Mohammad

doi:10.1155/2017/5781781

Cited by 33 publications

(30 citation statements)

References 27 publications

(29 reference statements)

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“…The combination of ASD and ADHD appears to be particularly impairing, and results in worse outcomes, including poorer quality of life [ 38 ] and lower levels of adaptive functioning [ 39 ], compared to ADHD alone. Additionally, these dual-diagnosis individuals have higher levels of anxiety and reduced working memory performance [ 40 ]. The presence of symptoms of ADHD in children with ASD are associated with impaired academic, social, and emotional performance compared to children with ASD alone [ 41 ].…”

Section: Introductionmentioning

confidence: 99%

Improved Socio-Emotional and Behavioral Functioning in Students with Autism Following School-Based Smartglasses Intervention: Multi-Stage Feasibility and Controlled Efficacy Study

Vahabzadeh

Keshav²,

Abdus-Sabur³

et al. 2018

Behavioral Sciences

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Background: Students with Autism Spectrum Disorder (ASD) commonly demonstrate prominent social communication deficits, symptoms of attention-deficit/hyperactivity disorder, and chronic irritability. These challenges hinder academic progress and frequently persist despite educational, behavioral, and medical interventions. An assistive smartglasses technology may aid these individuals, especially if the technology is efficacious in ecologically-valid school settings. This study explored the feasibility and efficacy of Empowered Brain, a computerized smartglasses intervention designed as a socio-emotional behavioral aid for students with ASD. Methods: This two-part six-week study involved four school children with ASD from a public elementary school. The study incorporated an initial three-week feasibility stage followed by a three-week controlled longitudinal efficacy stage. Both stages involved the use of a twice-daily socio-emotional intervention with the smartglasses. Educators completed pre-intervention and post-intervention Aberrant Behavioral Checklist (ABC) ratings at the start of the feasibility stage, and weekly during the efficacy stage. Primary outcome measures were improvements in the ABC subscales of irritability, hyperactivity, and social withdrawal. Results: Students in both feasibility and efficacy stages demonstrated improvements (decreases) in irritability, hyperactivity, and social withdrawal compared to a baseline period and control periods, respectively. Participants in the controlled efficacy stage demonstrated decreased ABC subscale scores of 90% for irritability, 41.6% for hyperactivity, and 45.6% for social withdrawal. An intervention exposure-response improvement in irritability and hyperactivity was found during the efficacy stage. Educators rated the technology as superior or vastly superior compared to other assistive technologies. Conclusion: A substantial number of school children with ASD demonstrate chronic and impairing cognitive and behavioral challenges. This study provides evidence that Empowered Brain, a smartglasses-based socio-emotional aid for autism, is both feasible and efficacious in improving symptoms of social withdrawal, irritability, and hyperactivity in students with autism. The improvement is demonstrated as part of a longitudinal school-based intervention. Further studies involving larger samples and incorporation of randomized controlled trial methodology are underway to further elucidate the impact of this technology.

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Section: Introductionmentioning

confidence: 99%

Improved Socio-Emotional and Behavioral Functioning in Students with Autism Following School-Based Smartglasses Intervention: Multi-Stage Feasibility and Controlled Efficacy Study

Vahabzadeh

Keshav²,

Abdus-Sabur³

et al. 2018

Behavioral Sciences

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“…Kommen beide Erkrankungen gleichzeitig vor, so ist dies häufig mit einer ausgeprägteren Krankheitsschwere, geringeren Lebensqualität und mehr funktionellen Einschränkungen verbunden [53]. Ferner zeigen Kinder mit beiden Störungen eine ausgeprägtere Angstsymptomatik, mehr Defizite im Arbeitsgedächtnis und weniger Empathiefähigkeiten [54].…”

Section: Gemeinsames Auftreten Beider Erkrankungenunclassified

“…Während bei ASS Einschränkungen in der reziproken Kommunikation und Interaktion charakteristische Merkmale der Störung sind, die auf ein "Kerndefizit" zurückgeführt werden, so wird dies bei ADHS häufig als Folge der Unaufmerksamkeit und der Ablenkbarkeit angesehen. Dennoch scheint es auch bei von ADHS Betroffenen Einschränkungen in affektiven Verarbeitungsprozessen und der ToM zu geben, wobei die Unterscheidung was ursächlich an den berichteten sozialen Einschränkungen beteiligt ist, klinisch teilweise herausfordernd ist [54,72,80]. Liegen beide Störungen gleichzeitig vor, so sind diese Fähigkeiten ausgeprägter eingeschränkt.…”

Section: Differenzialdiagnostische Unterschiedeunclassified

ADHS und hochfunktionale Autismus-Spektrum-Störungen

Schöttle¹,

Schimmelmann

Elst

2019

Nervenheilkunde

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ZUSAMMENFASSUNGADHS und ASS sind früh beginnenden neuronale Entwicklungsstörungen, die häufig gemeinsam vorkommen. Sie haben anteilig eine gemeinsame genetische Grundlage, die sich sowohl in der Auftretenswahrscheinlichkeit beim selben Individuum als auch in den Familien der Betroffenen zeigt. Die Unterscheidung, um welche Störung es sich handelt oder ob diese als Komorbidität vorliegt, erfordert eine genaue diagnostische Längsschnittuntersuchung unter Einbeziehung von möglichst viel Fremdinformation. Die psychopharmakologische Behandlung der ADHS ist ähnlich wie beim alleinigen Vorliegen einer ADHS, allerdings sollten die eingesetzten Substanzen zunächst in deutlich niedrigerer Dosierung begonnen und nach Klinik gesteigert werden.

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“…Intelligence, child abuse, and ADHD symptoms are all known to contribute to heterogeneity in ASD symptoms [Van Eeghen et al, 2013;Fuld, 2018;Colombi & Ghaziuddin, 2017]. The full-scale intelligence quotient (FIQ) of each participant was estimated using the similarities and symbol search subsets of the Wechsler Adult Intelligence Scale Third Edition, administered via interview by clinical psychologists [Sumiyoshi et al, 2016].…”

Section: Participantsmentioning

confidence: 99%

The Self‐Construal Scale: A Potential Tool for Predicting Subjective Well‐Being of Individuals With Autism Spectrum Disorder

et al. 2019

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Despite accumulating evidence that culture shapes the symptoms of autism spectrum disorder (ASD), no studies have yet applied the Self‐Construal Scale to individuals with ASD. We compared the self‐construals (measured using the Self‐Construal Scale) of 31 high‐functioning Japanese individuals with ASD with those of 60 typically developing (TD) individuals. We also examined how the self‐construals of individuals with ASD related to their intelligence quotient, adverse childhood experiences, attention deficit hyperactivity disorder, ASD symptoms during adulthood and preschool years, and subjective well‐being. Individuals with ASD were more likely to display independent self‐construals than were TD individuals; unexpectedly, however, a substantial proportion of individuals with ASD (43.8%) displayed relatively interdependent self‐construals. Among individuals with ASD, self‐construals were significantly associated with ASD symptoms during preschool years, and with satisfaction of the need for autonomy and frustration of the need for relatedness. Evaluating self‐construals can help predict the subjective well‐being of high‐functioning individuals with ASD. Moreover, the Self‐Construal Scale may be useful for understanding the heterogeneous phenotypes of ASD, based on its association with autistic symptoms during preschool years, suggesting that the scale is a potential tool to develop efficient interventions for high‐functioning individuals with ASD. Autism Res 2020, 13: 947‐958. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Autism Spectrum Disorders (ASD) are a group of disorders presenting a variety of symptoms and biological origins that can complicate choosing an intervention best suited for improving well‐being. Results indicate that a self‐construal scale could help understand individuals with high‐functioning ASD by independent and interdependent self‐construals that are associated with ASD symptoms during preschool years and adult subjective well‐being. Our findings suggest that this scale can help understand ASD and select appropriate interventions.

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Neuropsychological Characteristics of Children with Mixed Autism and ADHD

Cited by 33 publications

References 27 publications

Improved Socio-Emotional and Behavioral Functioning in Students with Autism Following School-Based Smartglasses Intervention: Multi-Stage Feasibility and Controlled Efficacy Study

Improved Socio-Emotional and Behavioral Functioning in Students with Autism Following School-Based Smartglasses Intervention: Multi-Stage Feasibility and Controlled Efficacy Study

ADHS und hochfunktionale Autismus-Spektrum-Störungen

The Self‐Construal Scale: A Potential Tool for Predicting Subjective Well‐Being of Individuals With Autism Spectrum Disorder

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