Socioemotional profiles of autism spectrum disorders, attention deficit hyperactivity disorder, and disinhibited and reactive attachment disorders: a symptom comparison and network approach

Coughlan, Barry; Woolgar, Matt; IJzendoorn, Marinus H. van; Duschinsky, Robbie

doi:10.1017/s0954579421000882

Cited by 7 publications

(9 citation statements)

References 67 publications

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“…In the case of children with special educational needs, it is possible that the lack of significant differences is due to the small number of children in our sample. It could also be because the strategies used are generic and some of these children need a specific therapeutic intervention for the recognition of emotions, social cognition, and putting oneself in another’s place, etc., due to deficiencies in these surroundings, as occurs in children on the ASD [ 31 , 32 , 33 ]. Likewise, in children with ADHD, difficulties in self-regulation and high emotional reactivity have been observed.…”

Section: Discussionmentioning

confidence: 99%

A Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An “Exciting School”

et al. 2022

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Social interaction skills are related to successful academic performance and mental health. One of the key elements of socio-emotional competence is self-regulation. The main aim of this study was to analyze the effect of a self-regulation program at a primary school on the social interactions of neurotypical children and children with special educational needs, from the teachers’ and parents’ perspectives. A pre-post study was conducted. The children (n = 107) followed 10 sessions, each one of 50 minutes, for ten weeks, between January and April 2021. To assess the changes in children’s social interaction, the Peer Social Maturity Scale was administered to the teachers. After the intervention, parents completed a questionnaire designed ad hoc to understand the effectiveness of children’s emotional self-regulation. The results showed a statistically significant improvement in peer interaction skills. The families were satisfied with the program, due to the improvement in their children’s knowledge about their own emotions and those of the other people, and the learning strategies to regulate their emotions. Likewise, parents indicated that it would be necessary to complement the program with teaching and emotional regulation strategies for them. The “Exciting School” program could help improve the social skills of school-aged children.

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Section: Discussionmentioning

confidence: 99%

A Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An “Exciting School”

et al. 2022

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“…The insights of clinicians will be essential to the meaningful interpretation of such clusters of symptoms, and advancement from the identification to the design of interventions. Recently we have used the network approach to explore socioemotional profiles in children and young with autism and ADHD (Coughlan et al, 2021). However, due to the sample size we were unable to compare networks for children with attachment disorders.…”

Section: Discussionmentioning

confidence: 99%

Differentiating “Attachment Difficulties” From Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder: Qualitative Interviews With Experienced Health Care Professionals

et al. 2022

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Objectives“Attachment difficulties” is an umbrella term often used to describe various forms of non-secure attachment. Differentiating “attachment difficulties” from autism spectrum disorder (hereafter autism) and attention deficit hyperactivity disorder (ADHD) has been characterized as challenging. Few studies have explored how this happens in practice, from the perspective of professionals.DesignQualitative study.MethodsWe conducted in-depth semi-structured interviews with (n = 17) healthcare professionals from five NHS Foundation Trusts in the United Kingdom. Participants were recruited using a combination of snowballing, convenience and purposive sampling. Data were analyzed using a thematic approach.ResultsWe identified six interrelated themes that might reflect difficulties with differential conceptualization. These include: a clinical lexicon of attachment; approaching attachment with caution; contextual factors; perceived characteristic behaviors; assessing attachment and adjacent supports; spotlighting intervention and dual conceptualization.ConclusionOur results indicate some of the ways suspicions around attachment are raised in practice. We advocate for more dialogue between research and practice communities on issues of differential conceptualization. We call for collaboration between a panel of experts consisting of attachment and neurodevelopmental orientated practitioners and researchers, to clarify issues around differentiating between attachment difficulties, ASD, and ADHD.

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“… Skellern et al, 2005 ) who have suggested that structuring services to meet individual needs, rather than specific diagnoses, is a laudable goal. Using symptom mapping approaches ( Borsboom & Cramer, 2013 ; Coughlan et al, 2021 ) and applying these to service configuration might be a fruitful approach. However, there is enthusiasm for more dimensional approaches to neurodevelopment with programmes such as Research Domain Criteria looking promising ( Clark et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

‘Instruments are good at eliciting information; scores are very dangerous’: The perspectives of clinical professionals regarding neurodevelopmental assessment

Coughlan

Woolgar

Weisblatt

et al. 2022

Autism

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Clinical judgement is a crucial part of autism and attention deficit hyperactivity disorder (ADHD) assessments. This study aims to harness insights from psychology and sociology to explore clinical perspectives and assessment practices of autism and attention deficit hyperactivity disorder. Qualitative interviews were conducted with health care professionals (n = 17). Interviews were conducted between January and May 2019. Data were analysed using a thematic approach. Themes were sorted into two interrelated categories (1) approaches to diagnosis (2) elements of diagnosis. Approaches to diagnosis were comprised of the following subthemes: nature of diagnosis, application of diagnosis: natural and pragmatic, revisiting conceptualisations: sub-optimal practice & unhelpful diagnoses, autism and attention deficit hyperactivity disorder. Elements of diagnosis contained three related subthemes: contextualising standardised assessments, triangulating material, organisational factors. There is sometimes a pragmatic as well as nosological dimension to diagnosis. Competing desires for consistency and utility add further complexity to neurodevelopmental assessment. Lay abstract Autism and attention deficit hyperactivity disorder are common behaviourally diagnosed conditions. One of the key aspects of diagnosis is clinical judgement. Yet despite decades of research, it is only in recent times that researchers have started exploring clinicians’ perspectives on diagnosing these conditions. We aimed to add to this body of knowledge by conducting interviews with 17 experienced health care professionals in the United Kingdom to hear their perspectives on diagnosing autism and attention deficit hyperactivity disorder. Clinicians reflected that for some children and young people, diagnosis is reasonably straightforward; however, in other situations, decisions are made on more pragmatic grounds (i.e. will this be helpful). We identified some differences of opinion between professionals and organisation which adds to the complexity of applying a diagnosis. We recommend several areas for future research and point to some practical and philosophical implications of the work.

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Socioemotional profiles of autism spectrum disorders, attention deficit hyperactivity disorder, and disinhibited and reactive attachment disorders: a symptom comparison and network approach

Cited by 7 publications

References 67 publications

A Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An “Exciting School”

A Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An “Exciting School”

Differentiating “Attachment Difficulties” From Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder: Qualitative Interviews With Experienced Health Care Professionals

‘Instruments are good at eliciting information; scores are very dangerous’: The perspectives of clinical professionals regarding neurodevelopmental assessment

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