Dear Readers,
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 4 – When Is It Sensory?
CHAPTER 2 – Sensory Categories, PART 2. HYPER-ACTIVITY
APPENDIX C – (ADHD) Attention Deficit Hyperactivity Disorder
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 4 – When Is It Sensory?
CHAPTER 2 – Sensory Categories, PART 2. HYPER-ACTIVITY
APPENDIX C – (ADHD) Attention Deficit Hyperactivity Disorder
UNIT 4 – When Is It Sensory?
CHAPTER 2 – Sensory Categories, PART 2. HYPER-ACTIVITY
APPENDIX C – (ADHD) Attention Deficit Hyperactivity Disorder
LaBianca, S., Pagsberg, A. et al. (2018) let us know that with the introduction of Diagnostic & Statistical Manual-5 (DSM-5 2013) there is a new diagnostic criterion for Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) as sometimes being co-morbid within the spectrum. Having early onset symptoms of both ADHD and ASD, which persist throughout one’s lifetime; although symptoms may going undiagnosed until adulthood.
Ali, Z. (2019) quotes the Centers for Disease Control and Prevention (CDC) as claiming that 9.4% of 2 to 17-year-olds in the U.S. have received an ADHD diagnosis at some time. She explains that there is a mistaken belief that ADHD is a ‘boy’s disorder’, when in fact girls often just go undiagnosed. Studies show that girls with ADHD often develop coping mechanisms which allow them to disguise their symptoms until well into adulthood.
< My Thoughts > “…boy’s disorder…”
The literature shows that ASD is diagnosed against a ‘boy’s model’. From an early point, boys had more troublesome and aggressive symptoms. Therefore, parents sought help for their often dangerous behavior. But girls, while having the same types of symptoms, were more passive-aggressive, and shy. They were thought not to be as symptomatic as the boys were.
Risk factors. Some factors that may increase the risk of developing ADHD include –
Ali, Z. explains that there are three types of ADHD –
She found that girls were diagnosed with ADHD later in life, after seeking help for anxiety and depression.
Smith, R., & Sharp, J. (2013), when interviewing a young woman with Asperger’s, found that she thought that if she had had an early Asperger's diagnosis – “It would have saved a lot of the wondering ‘what’s wrong with me’ and I could have learnt to cope with things better sooner.”
Research indicates that while most boys with ADHD tend to express their frustration physically and verbally, girls are more likely to internalize their anger and pain. The symptoms in girls may be less obvious, and they may not fit the common stereotypes associated with ADHD.
Early signs of ADHD in girls include the following –
Girls with combined-type ADHD (hyperactive-impulsive and inattentive) are significantly more likely to self-harm or attempt suicide. However, around 40% of girls outgrow their hyperactive and impulsive symptoms in adolescence.
Nadeau, E., Littman, E., et al. (2000) need to explain the possible symptom complications with girls. They say that if a girl with ADHD does not receive a diagnosis or have treatment as she enters adolescence, or young adulthood, she will almost inevitably encounter a “range of adjustment problems.”
ADHD may have associations with one or more additional disorders, such as –
Women with ADHD are more likely to engage in high-risk sexual behavior and to develop substance addiction, according to these authors.
The problems that girls and women with ADHD may experience include –
These factors can lead to work and relationship problems, as well as underachievement in various aspects of life.
Schiltz , H., McIntyre, N., et al. (2017) say that parents of children on the autism spectrum often misinterpret signs of inattention, hyperactivity, tantrums and oppositionality, as symptoms of anxiety. When between 28 – 55% proportion of youth with ASD also have ADHD, as well as problems with emotional regulation (ER).
Miranda, A., Tarraga, R., et al. (2015) reveal that “recent studies have not only shown the high comorbidity rate between ASD and ADHD” but the two disorders also “share various characteristics.” Therefore, a child with both disorders, “are characterized with greater manifestations than would be expected for the individual’s developmental level.”
< My Thoughts > "...comorbidity..."
With 'comorbidity', the person has been given two lifetime disabilities to cope with. No wonder the parents feel that ‘something is missing.’ Just the hyper-vigilance needed to keep the child safe 24/7 can set them on edge and make them stressful.
Miranda, A., Tarraga, R., et al. continue, "Then if, as is often the case, parents begin to question their ability to “manage the child’s behavior, make decisions about discipline,” or generally have anything left that is needed for parenting this child. “Parents begin feeling controlled by their child’s ‘impulsivity’, demands and needs. They begin to feel discontent with life, and may even begin to lack the emotional closeness that they once felt with their child.”
Shelton, T. (2015) shares – I grew up the oldest of eight children. My mom adopted six wild and wonderful, abused and challenged kids. My four adopted brothers had labels that ranged from autistic to angry.
I rolled my eyes when my mom would insist that the boys were able to feel the same feelings as me, but that their challenges meant the feelings would show up in different places and would probably seem different.
What I saw was one brother rocking, stimming, growling and hitting himself, another staring blankly in whatever direction he was facing, forever needing to pull up his socks, another threatening to beat up whoever was nearest, avoiding eye contact like the plague, and the little one repeating whatever you said while climbing the walls and putting his lips on heaters, licking the refrigerator, or biting a table leg.
Even the professionals in our world kept trying to tell my mom to stop getting her hopes up with these kids…
< My Thoughts > “…stop getting her hopes up…”
The best advice I’ve seen states that parents should remain hopeful, educate themselves in order to become empowered. Learn to recognize and understand your child's symptoms and diagnosis. Find professionals who are willing to ‘partner’ with them in the planning and interventions ahead. While most parents tend to seek out others who have had successes, vigilantly researching is not to be ignored, in my opinion.
REFERENCES: APPENDIX C – Attention Deficit Hyperactivity Disorder (ADHD)
Ali, Z. (2019). ADHD in girls: How is it different?; Retrieved online from –https://www.medicalnewstoday.com/articles/315009/
LaBianca, S., Pagsberg, A. et al. (2018). Brief Report: Clusters & Trajectories Across the Autism &/or ADHD Spectrum; Journal of Autism Developmental Disorders; V48, p3629–3636.
Miranda, A., Tarraga, R., et al. (2015). Parenting Stress in Families of Children with Autism Spectrum Disorder and ADHD; Exceptional Children; V82:1 p. 81-95.
Nadeau, E., Littman, E., et al. (2000). Understanding Girls with AD/HD: How They Feel & Why They Do What They Do; eBook Edition.
Schiltz, H., McIntyre, N., et al. (2017). The Stability of Self-Reported Anxiety in Youth with Autism Versus ADHD or Typical Development; Journal of Autism Developmental Disorders; V47, p3756–3764.
Shelton, T. (2016). Spinning In Circles & Learning from Myself: A Collection of Stories; eBook edition.
Smith, R., & Sharp, J. (2013). Fascination & Isolation: A Grounded Therapy Exploration of USE in Adults with Asperger’s; Journal of Autism Developmental Disorders; V43:4, p891-910.
End of APPENDIX C – (ADHD) Attention Deficit Hyperactivity Disorder.
CHAPTER 2 – Sensory Categories, PART 2. HYPER-ACTIVITY
APPENDIX C – (ADHD) Attention Deficit Hyperactivity Disorder
LaBianca, S., Pagsberg, A. et al. (2018) let us know that with the introduction of Diagnostic & Statistical Manual-5 (DSM-5 2013) there is a new diagnostic criterion for Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) as sometimes being co-morbid within the spectrum. Having early onset symptoms of both ADHD and ASD, which persist throughout one’s lifetime; although symptoms may going undiagnosed until adulthood.
Ali, Z. (2019) quotes the Centers for Disease Control and Prevention (CDC) as claiming that 9.4% of 2 to 17-year-olds in the U.S. have received an ADHD diagnosis at some time. She explains that there is a mistaken belief that ADHD is a ‘boy’s disorder’, when in fact girls often just go undiagnosed. Studies show that girls with ADHD often develop coping mechanisms which allow them to disguise their symptoms until well into adulthood.
< My Thoughts > “…boy’s disorder…”
The literature shows that ASD is diagnosed against a ‘boy’s model’. From an early point, boys had more troublesome and aggressive symptoms. Therefore, parents sought help for their often dangerous behavior. But girls, while having the same types of symptoms, were more passive-aggressive, and shy. They were thought not to be as symptomatic as the boys were.
Risk factors. Some factors that may increase the risk of developing ADHD include –
- someone in their biological family having ADHD, or another mental health disorder
- maternal drug use or smoking during pregnancy
- premature birth
- maternal exposure to environmental poisons during pregnancy
- environmental toxins
- certain food additives in the diet
Ali, Z. explains that there are three types of ADHD –
- Inattentive – person doesn’t pay attention, but is not disruptive.
- Hyperactive and Impulsive – person focuses, but is disruptive.
- Combined – person shows a combination of both types.
She found that girls were diagnosed with ADHD later in life, after seeking help for anxiety and depression.
Smith, R., & Sharp, J. (2013), when interviewing a young woman with Asperger’s, found that she thought that if she had had an early Asperger's diagnosis – “It would have saved a lot of the wondering ‘what’s wrong with me’ and I could have learnt to cope with things better sooner.”
Research indicates that while most boys with ADHD tend to express their frustration physically and verbally, girls are more likely to internalize their anger and pain. The symptoms in girls may be less obvious, and they may not fit the common stereotypes associated with ADHD.
Early signs of ADHD in girls include the following –
- difficulty keeping track of school assignments and deadlines, even if they are making a great effort to stay organized
- regularly running late, despite efforts to keep on schedule
- appearing to “daydream” and therefore missing out on information in class or other situations
- jumping from one topic of conversation to another without warning
- frequently interrupting people when they are talking
- being inattentive at school and home
- forgetting what they have just read or what another person has just said
Girls with combined-type ADHD (hyperactive-impulsive and inattentive) are significantly more likely to self-harm or attempt suicide. However, around 40% of girls outgrow their hyperactive and impulsive symptoms in adolescence.
Nadeau, E., Littman, E., et al. (2000) need to explain the possible symptom complications with girls. They say that if a girl with ADHD does not receive a diagnosis or have treatment as she enters adolescence, or young adulthood, she will almost inevitably encounter a “range of adjustment problems.”
ADHD may have associations with one or more additional disorders, such as –
- depression
- anxiety
- eating disorders, such as Bulimia Nervosa
Women with ADHD are more likely to engage in high-risk sexual behavior and to develop substance addiction, according to these authors.
The problems that girls and women with ADHD may experience include –
- chronic stress
- a higher risk of stress-related diseases such as fibromyalgia, a disorder that causes tiredness and pain
- low self esteem
- underachievement
- anxiety and depression
These factors can lead to work and relationship problems, as well as underachievement in various aspects of life.
Schiltz , H., McIntyre, N., et al. (2017) say that parents of children on the autism spectrum often misinterpret signs of inattention, hyperactivity, tantrums and oppositionality, as symptoms of anxiety. When between 28 – 55% proportion of youth with ASD also have ADHD, as well as problems with emotional regulation (ER).
Miranda, A., Tarraga, R., et al. (2015) reveal that “recent studies have not only shown the high comorbidity rate between ASD and ADHD” but the two disorders also “share various characteristics.” Therefore, a child with both disorders, “are characterized with greater manifestations than would be expected for the individual’s developmental level.”
< My Thoughts > "...comorbidity..."
With 'comorbidity', the person has been given two lifetime disabilities to cope with. No wonder the parents feel that ‘something is missing.’ Just the hyper-vigilance needed to keep the child safe 24/7 can set them on edge and make them stressful.
Miranda, A., Tarraga, R., et al. continue, "Then if, as is often the case, parents begin to question their ability to “manage the child’s behavior, make decisions about discipline,” or generally have anything left that is needed for parenting this child. “Parents begin feeling controlled by their child’s ‘impulsivity’, demands and needs. They begin to feel discontent with life, and may even begin to lack the emotional closeness that they once felt with their child.”
Shelton, T. (2015) shares – I grew up the oldest of eight children. My mom adopted six wild and wonderful, abused and challenged kids. My four adopted brothers had labels that ranged from autistic to angry.
I rolled my eyes when my mom would insist that the boys were able to feel the same feelings as me, but that their challenges meant the feelings would show up in different places and would probably seem different.
What I saw was one brother rocking, stimming, growling and hitting himself, another staring blankly in whatever direction he was facing, forever needing to pull up his socks, another threatening to beat up whoever was nearest, avoiding eye contact like the plague, and the little one repeating whatever you said while climbing the walls and putting his lips on heaters, licking the refrigerator, or biting a table leg.
Even the professionals in our world kept trying to tell my mom to stop getting her hopes up with these kids…
< My Thoughts > “…stop getting her hopes up…”
The best advice I’ve seen states that parents should remain hopeful, educate themselves in order to become empowered. Learn to recognize and understand your child's symptoms and diagnosis. Find professionals who are willing to ‘partner’ with them in the planning and interventions ahead. While most parents tend to seek out others who have had successes, vigilantly researching is not to be ignored, in my opinion.
REFERENCES: APPENDIX C – Attention Deficit Hyperactivity Disorder (ADHD)
Ali, Z. (2019). ADHD in girls: How is it different?; Retrieved online from –https://www.medicalnewstoday.com/articles/315009/
LaBianca, S., Pagsberg, A. et al. (2018). Brief Report: Clusters & Trajectories Across the Autism &/or ADHD Spectrum; Journal of Autism Developmental Disorders; V48, p3629–3636.
Miranda, A., Tarraga, R., et al. (2015). Parenting Stress in Families of Children with Autism Spectrum Disorder and ADHD; Exceptional Children; V82:1 p. 81-95.
Nadeau, E., Littman, E., et al. (2000). Understanding Girls with AD/HD: How They Feel & Why They Do What They Do; eBook Edition.
Schiltz, H., McIntyre, N., et al. (2017). The Stability of Self-Reported Anxiety in Youth with Autism Versus ADHD or Typical Development; Journal of Autism Developmental Disorders; V47, p3756–3764.
Shelton, T. (2016). Spinning In Circles & Learning from Myself: A Collection of Stories; eBook edition.
Smith, R., & Sharp, J. (2013). Fascination & Isolation: A Grounded Therapy Exploration of USE in Adults with Asperger’s; Journal of Autism Developmental Disorders; V43:4, p891-910.
End of APPENDIX C – (ADHD) Attention Deficit Hyperactivity Disorder.
Thank you so much for sharing, commenting, and 'liking' on Facebook!
Regards,
Sara Luker
DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
Regards,
Sara Luker
DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
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