ADHD & Autism

 
 

ADHD:

ADHD, Which stands for Attention-Deficit Hyperactivity Disorder, ranks as one of the most prevalent brain disorders among children and can persist into adolescence and adulthood. This condition is defined by two core features: inattention and impulsivity, and in some cases, hyperactivity. These characteristics significantly affect various aspects of behavior and performance, both at home and in educational settings.

ADHD typically presents itself in the early stages of life, often appearing between the ages of 3 and 6, however the symptoms can be recognized and diagnosed at any later age. It’s important to recognize that occasional distractions, impulsiveness, difficulty concentrating, and bursts of high energy are common among children and should not take into account that the child has ADHD. Those with ADHD grapple with these challenges on a daily basis.

Spotting the Signs: Symptoms of ADHD

Here are some common symptoms that are often observed in children with ADHD:

Inattentiveness:

  • Struggles to complete tasks or follow through on instructions/ directions

  • Appears not to be listening even when spoken to directly

  • Finds it hard to maintain focus on activities

  • Makes careless mistakes due to lack of attention to detail

  • Experiences difficulty with organization

Impulsivity:

  • Demonstrates impatience, struggling to wait their turn or for things

  • Blurts out inappropriate comments or takes action without considering consequences

  • Interrupts conversations or others’ activities

Hyperactivity:

  • Constantly fidgets and squirms, even in a seated position

  • Finds it challenging to remain seated when required

  • Engages in excessive running and climbing

  • Talks excessively

Understanding the Causes of ADHD

While the exact causes of ADHD are still being studied, scientists believe that genetics plays a significant role. Other factors currently under investigation include environmental influences, fetal exposure and development, brain maturation, nutrition, and social surroundings, all of which may contribute to an increased risk of developing ADHD. Brain imaging studies have revealed delayed brain maturation and abnormal growth patterns in the brains of children with ADHD, particularly in areas associated with thinking, attention, communication, and planning.

How Common is ADHD?

According to the Centers for Disease Control, approximately 9.5% of children aged 3-17 have received a diagnosis of ADHD. It’s worth noting that girls are less likely than boys to be diagnosed with hyperactivity. An interesting fact is that about 90% of children with ADHD continue to experience symptoms as they transition into adolescence and adulthood, making long-term treatment an essential goal.

Addressing ADHD: Treatment Options
While there is currently no cure for ADHD, the best outcomes are often achieved through a comprehensive treatment plan. This plan may encompass:

  • Parent training to develop effective strategies for managing ADHD-related behaviors

  • Behavioral interventions designed to address specific challenges

  • Tailored educational plans or programs to support academic success

  • Education and awareness regarding the diagnosis and its management

  • Medication, when deemed necessary based on individual needs

It’s important to recognize that ADHD can impact not only the individual but also their family. Coping with the behavioral problems associated with ADHD can lead to increased stress, depression, and marital discord within families. Seeking treatment for children with ADHD, as well as support for family members, can foster better understanding, coping mechanisms, and education within the family unit.

Frequently Asked Questions (FAQs)

What is ADHD, and who does it affect?
ADHD stands for Attention-deficit Hyperactivity Disorder. It’s a common brain disorder that often starts in childhood and can continue into adolescence and adulthood. ADHD is characterized by two main features: inattention impulsivity, and sometimes hyperactivity. It affects behavior and performance at home and in school.

At what age does ADHD typically appear, and how can I distinguish it from common childhood behaviors?
ADHD often emerges between the ages of 3 and 6, but it’s important to differentiate it from normal childhood behaviors.

How can I tell if my child might have ADHD?
While occasional distractions and bursts of energy are normal in kids, watch out for these signs: difficulty completing tasks, not paying attention when spoken to, trouble focusing on activities, careless mistakes, and organizational challenges. If these behaviors persist and interfere with daily life, it might be ADHD.

What causes ADHD?
Scientists believe genetics play a significant role in ADHD. Other factors being studied include environment, fetal development, brain maturation, nutrition, and social factors. Brain imaging shows differences in brain growth and function in kids with ADHD, especially in areas linked to attention and planning.

How does ADHD affect families?
ADHD can impact not only individuals but also their families. Coping with behavioral challenges can lead to increased family stress, depression, and conflicts. Seeking treatment for a child with ADHD and support from family members can promote understanding, coping strategies, and better education within the family.

AUTISM:

Autism is a developmental disorder that usually begins in early childhood and typically lasts a lifetime. With early detection and appropriate intervention, children diagnosed with autism can experience significantly better quality of life than those who are not diagnosed. Early and appropriate interventions means that your child has the best chance at learning appropriate behaviors early and the possibility of lessening the symptoms of autism over time. This can translate into more independence, improved school performance, and better relationships over the life span. Early assessment and intervention are critical.

If your child is exhibiting one or more of the following symptoms, you may want to talk to a professional about an autism evaluation:

  • Repetitive behaviors

  • Parroting speech(echolalia)

  • Delayed or no speech

  • Insistence of specific routines, objects, interests

  • Difficulty with activities of daily living and following directions

  • Difficulty with eye contact

  • Lack of shared enjoyment

  • Lack of facial gestures or emotional expression

  • Inability to read or understand facial gestures or social cues

  • Sensitivity to touch, smells, temperature, light, or sound

  • Food avoidance; highly selective with feeding; texture avoidant

  • Difficulty getting along with others and making friends

  • Excessive independent play and restricted sharing

Reasons why therapy and skills for ADHD & Autism are essential:

  • Improved Focus & Organization – Helps with attention, task management, and reducing distractions in school, work, and daily life.

  • Better Emotional Regulation – Supports managing meltdowns, impulsivity, frustration, and mood swings.

  • Enhanced Social & Communication Skills – Assists with understanding social cues, making and keeping friendships, and effective communication.

  • Stronger Executive Functioning – Provides strategies for planning, time management, and problem-solving.

  • Support for Sensory Sensitivities – Helps manage overstimulation from sounds, lights, textures, and other sensory triggers.

  • Increased Independence – Teaches essential life skills for self-care, organization, and adapting to daily routines.

  • Improved Academic & Work Performance – Helps with learning strategies, adapting to structured environments, and meeting deadlines.

  • Reduced Anxiety & Stress – Manages co-existing conditions like anxiety, depression, or burnout.

  • Better Family & Relationship Dynamics – Enhances understanding, reduces conflicts, and improves communication within families and communities.

  • Lower Risk of Risky Behaviors – Helps with impulse control, reducing issues like overspending, accidents, or difficulties with authority.

  • Stronger Coping Strategies – Provides tools to handle unexpected situations, transitions, and emotional challenges.

  • Better Long-Term Outcomes – Early and consistent support leads to greater confidence, independence, and overall quality of life.

Pathological Demand Avoidance (PDA) is a subtype of Autism Spectrum Disorder (ASD), which is resistant to traditional behavioral treatments (environmental manipulation, shaping, reward/punishments, etc.) It was first diagnosed in the United Kingdom and at present, is not included in the DSM-V. Nevertheless, it is important that clinicians are able to recognize the symptoms of this ASD variant in order to best inform treatment recommendations. In addition to the traditional diagnostic criteria of ASD (restricted and repetitive behaviors and social communication challenges)

The following characteristics have been identified as components of the PDA profile:

  • Average to above average cognitive ability as measured by standardized measures

  • Ability to communicate using vocal language

  • Extreme avoidance of day to day activities that seems to fluctuate regularly

  • Extreme desire for control in most situations 

  • Having a desire for socialization, but lacking skills to elevate relationships from a surface level 

  • Masking behavior that is often physically and emotionally exhausting 

  • Presence of restraint collapse (behavioral challenges, tantrum behavior) 

  • Increased comfort in socialization via social media apps or the internet which often masks underlying social skills deficits

  • Extreme sensory sensitivities

For individuals with the PDA profile of ASD, demand avoidance is rooted in anxiety and sensory sensitivity. These individuals may seem oppositional; however, it is the extreme nature of their anxiety and need for control that is the largest contributor to daily behavioral challenges. These challenges are further exacerbated by the presence of ASD symptoms, including deficits in receptive, expressive, and pragmatic language, in addition to social/emotional challenges. Despite appearing to have age appropriate social skills, individuals with this profile often struggle with articulation of their feelings and emotions, which in turn impacts their ability to reflect and problem solve underlying anxiety and rigidity. Taken together, individuals with PDA are often misunderstood, as their behavior tends to be interpreted as symptoms of ADHD or ODD. Because of this, treatment as well as educational placement for these individuals, is commonly ineffective. 

So what are the options if PDA is suspected?

Treatment for PDA is nuanced and highly individualized. As is the case with ASD, PDA also exists along a spectrum, with the associated symptoms having varied impact on day to day functioning of individuals. The first step is always a consultation with a trained professional to share concerns and achieve diagnostic clarity. A full neuropsychological evaluation is not always indicated, although it may be if no recent assessments have been conducted. If a diagnosis is confirmed, treatment planning will occur with a clinician trained in PDA. This clinician often becomes a “quarterback,” working alongside parents, caregivers and professionals to support ongoing treatment planning.

The goal of treatment for PDA is not to “fix” or eliminate the symptoms of PDA. PDA, like ASD and other diagnoses is a form of neurodivergence. The goal is to identify an individual's unique set of strengths and challenges, and partner with them to support autonomy and goal oriented behavior. This partnership can look different depending on the individual’s age and level of support needed; however, approaching treatment with empathy, respect, and anti-ableism practices are paramount.