Comorbilidad del trastorno del espectro autista y el déficit de atención con hiperactividad. Estudio de revisión

Berenguer-Forner, C; Miranda-Casas, A; Cerezuela, Gemma Pastor; Roselló-Miranda, R

doi:10.33588/rn.60s01.2014559

Cited by 13 publications

(9 citation statements)

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“…Likewise, the comparison of ADHD symptoms in the group of children with ASD and the group with TD yielded the expected results, coinciding with empirical studies that show the presence of ADHD symptoms in children with ASD [ 24 , 62 , 63 ]. The cognitive, social, and behavioral implications of this association are great.…”

Section: Discussionsupporting

confidence: 83%

“…For example, children with ASD have difficulties to engage with or respond to their environment [ 21 ], they show reduced information seeking when learning new tasks [ 22 ] and their engagement overall is low, spending limited time participating in the classroom activities productively and independently [ 23 ]. Moreover, approximately 40% of children with ASD present behaviors characteristic of ADHD [ 24 ], which negatively affect cognitive, social, and behavioral aspects of child’s functioning and they present greater difficulties than children with ASD without ADHD symptoms, such as more response inhibition challenges [ 25 , 26 , 27 ]. Attention-related behaviors such as impulsivity, hyperactivity and poor concentration have been associated with impaired academic and social functioning [ 28 ], but it has hardly been investigated whether the ADHD symptoms serve as a risk factor for additional learning problems in autism.…”

Section: Introductionmentioning

confidence: 99%

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ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functions

et al. 2018

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In spite of its importance for education, the relationship between learning behaviors (LB), attention deficit hyperactivity disorder symptoms (ADHD) and executive functioning (EF) in children with autism spectrum disorder (ASD) has hardly been explored. The first objective of the present study was to compare children with ASD without intellectual disability and children with typical development (TD) on ADHD symptoms and learning behaviors: Motivation/competence, attitude toward learning, persistence on the task, and strategy/flexibility. The second objective was to analyze the mediator role of behavioral regulation and metacognition components of EF between ADHD symptoms and learning behaviors in children with ASD. Participants were 89 children between 7 and 11 years old, 52 with ASD and 37 with TD, matched on age and intelligence. Their teachers filled out questionnaires assessing executive functioning as well as learning behaviors. Parents and teachers reported on inattention and hyperactivity/impulsivity behaviors. Compared to children with TD, children with ASD presented significantly more ADHD symptoms and poorer learning behaviors. In addition, there were significant mediation effects of the behavioral regulation index (BRI) and metacognition index (MI) of EF, indicating that both are part of the route through which ADHD symptoms impact to learning behaviors of children with ASD.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functions

et al. 2018

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“…The high comorbidity rate between ASD and ADHD has been shown in recent studies (Holtmann, Bö lte, & Poutska, 2007;Keen & Ward, 2004;Lee & Ousley, 2006;Leyfer et al, 2006;Reiersen, Constantino, & Todd, 2008;Sinzig, Walter, & Doepfner, 2009;Yoshida & Uchiyama, 2004; see, for a review: Berenguer, Miranda, Pastor, & Roselló , 2015). This comorbidity has been recognized in the DSM-5 (APA, 2013), which even includes the possibility of a comorbid ASD and ADHD diagnosis.…”

Section: Literature Reviewmentioning

confidence: 89%

Sensory processing in children with Autism Spectrum Disorder: Relationship with non-verbal IQ, autism severity and Attention Deficit/Hyperactivity Disorder symptomatology

Sanz‐Cervera

Cerezuela

Andrés

et al. 2015

Research in Developmental Disabilities

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“…Given the high prevalence of the ADHD and ASD comorbid neurotype being an at-risk group for greater EF challenges (especially inhibition, attention and WM), and compromised QoL, LSBE programs for this population are especially warranted (Berenguer-Forner, Miranda-Casas, Pastor-Cerezuela, & Roselló-Miranda, 2015;Plenty et al, 2013;Polderman, Hoekstra, Posthuma, & Larsson, 2014). Yet, as evident by this review, there remains a scarcity in services for this population which is reflective of the recency in recognising the population's existence (Antshel & Russo, 2019).…”

Section: Programs For Combined Asd/adhd Type (Improved Ef Daily Living and Qol)mentioning

confidence: 99%

Benefits of Life Skill Based Education for Neurodiverse Adults: An Integrative Review and Analysis

Ravichandren

O'Connor

2021

WJER

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An integrative review and analysis was conducted to assess the benefits of teaching Life Skill-Based Education (LSBE) to Neuro Divergent Ddults (ND) (i.e., adults with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) and/or specific learning difficulties (SLD)). A systematic search of Google, Google Scholar, EBSCO host, and Cochrane Library databases were utilized with date ranging from 2000-2020. A total of 659 hits were obtained before duplicates were removed and inclusion/exclusion criteria, as well as conceptual perspective applied. In summation, 16 articles were thoroughly analysed to evaluate the efficacy of LSBE programs on improving the Quality of Life (QoL) of ND adults. Specifically, ones that cater to the Executive Functioning (EF) challenges often seen in this population, whilst using inclusive approaches. The findings did reveal high potential of LSBE programs to benefit ND adults, where general services currently lack. However, issues such a small sample size and lack of sample diversity limit generalizability of program benefits. Recommendations are to tackle global problems around inclusion and education, for ND adults, at its roots. Greater awareness of LSBE program should be emphasized worldwide, as benefits will likely ensue for all kinds of individuals/neurotypes. Overall, implications target change on a micro, meso and macro level.

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Comorbilidad del trastorno del espectro autista y el déficit de atención con hiperactividad. Estudio de revisión

Cited by 13 publications

References 0 publications

ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functions

ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functions

Sensory processing in children with Autism Spectrum Disorder: Relationship with non-verbal IQ, autism severity and Attention Deficit/Hyperactivity Disorder symptomatology

Benefits of Life Skill Based Education for Neurodiverse Adults: An Integrative Review and Analysis

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