While it’s true that every child with autism spectrum disorder (ASD) is unique, it’s also true that those with ASD may share similar attributes or have overlapping diagnoses. Attention-deficit/hyperactivity disorder (ADHD) is one of these common autism overlaps.
Currently, meta-analyses of the most recent studies show that the percentage of children diagnosed with ADHD who meet criteria for ASD ranges from 13% to 22%. However, further research is needed on this topic, and many researchers and behavioral therapists believe the percentage of children with overlapping ASD and ADHD is higher than that.
The frequency of this overlap is substantial enough that physicians and behavioral therapists use the term AuDHD to represent when these are co-occurring disorders.
While some traits or behaviors of both ADHD and ASD are similar, others are very different, which can pose a strong tension in a child or adult with AuDHD. Another thing worth noting is that many children with ADHD display clinically high numbers of autistic traits (PubMed).
Some of the characteristics or traits often shared by those with autism and those with ADHD include:
Despite many of the things these disorders have in common in terms of how they show up in children, there are also several key differences. Some of the most striking are that children who are diagnosed exclusively with ADHD, without the autism overlap, will not experience:
These are just some of the ways a child with ASD will be different than a child who has ADHD without any clinically significant signs of ASD.
If you’re at the beginning stages of noticing your child may have ASD or ADHD, or a teacher/caregiver has mentioned the possibility, a high-quality assessment and diagnosis are essential for getting your child—and your family—the help and tools they need.
Schedule an appointment with your pediatrician, who may refer you to a pediatric psychologist or neurologist for further evaluation. If your child is diagnosed with AuDHD, there are so many resources available to support your next steps.
While a neurodivergent diagnosis is also received with understandable grief and “why us,” our clients often talk about the sense of relief they felt knowing that it wasn’t just in their imagination. The good news is that you are not alone.
The path forward is filled with so much light, laughter, and community once you know what you’re facing; now you can find the right tools, tips, therapies, etc., to help your child thrive at school, with friends, in public, and within the daily household rhythm.
Your pediatrician should be able to connect you with the autism support resources in your area. If not, it may be time to interview new pediatricians or contact your health insurance provider for referrals to pediatricians who specialize in caring for neurodivergent children.
Connecting with parent and sibling support groups provides invaluable insights from those walking the same path you are. The ASD/ADHD community is passionate about helping each other, sharing resources, providing ideas about what’s worked (or not) for their families, and so on.
Applied behavioral analysis therapy, or ABA therapy, specifically supports children with ASD as well as those with ADHD. This therapy modality utilizes information gathered from parents, caregivers, clinicians, and teachers while focusing primarily on our observations, assessments, and analysis.
We like to say that knowing a child with ASD (and ADHD) means you know one child with that diagnosis. Despite similar traits or behavioral tendencies, each child is unique, and we want to create therapeutic exercises, practices, and tools that are personalized to each client and their family.
By connecting with a local ABA therapist, you’ll receive an actionable plan that incorporates practical therapies and exercises for your home, in the classroom, and in social settings. We’ll continue to look at historic and current benchmarks and adjust the therapy plan accordingly.
Creating a structured routine can be a tremendous help in staying on task. Visual cues, like image-based charts, support this process, especially for non-verbal children or children who haven’t learned to read yet. The PECS card system is terrific for this, but you can also create your own with paper and markers. Your ABA therapist can help you implement a daily plan (and related visual cues) specific to your household’s morning, daytime, evening, and weekend routines. We can also help you with strategies for taking trips or going on vacation.
Of course, the nature of life is that the routine can fall apart. However, having a routine that aligns with the same types of things that happen at daycare, preschool, and school (using similar language) helps children understand what they’re supposed to do when. Over time, you will also be able to build in lessons about how life can be unpredictable and the tools that can be used to navigate that stress.
Most parents quickly learn that teaching or modeling emotional regulation is a challenge, as it begins with them. If you’re hiding or faking your own emotional landscape, your child senses that, and no amount of talking will help (it only worsens things).
Some of the most effective emotional regulation strategies include things like:
Practice emotional regulation as a family and household, learning which tools and strategies work for each person and then supporting one another in implementing them. When you determine what works best for your child (or they’re old enough to choose their preferred emotional regulation tools), share that information with teachers, caregivers, and their friends’ parents so it can be applied consistently across all settings.
The more stress and anxiety a child feels, the more heightened their ASD/ADHD tendencies may become. Social stress is one of the most powerful for young children, adolescents, and teens because everyone wants to fit in. Or, in the case that your child doesn’t care about social relationships or “fitting in,” then there is room to teach that sometimes we have to work with others in a group.
Building your child’s social skills can go a long way toward helping them feel more comfortable at school, on the playground, or on playdates.
The more children experience “good days” in the classroom and with their peers, the less prone they are to emotional dysregulation and high-stress impulsivity.
Would you like to continue fostering your child’s sense of success and well-being at home and at school? Or, are you ready for a more peaceful and less disruptive daily life? The Autism Response Team is here to help.
Schedule a consultation so we can get to know you and your child and begin implementing the right supports and strategies to help them thrive.
