Assignment: The Similarities and Differences Between ADHD and ASD Essay

Mrs. Rivera, your neighbor and friend, often confides in you regarding her 6-year-old step son Cody’s behavioral and academic challenges. She told you that he was previously diagnosed with ADHD and ASD by his pediatrician.

You have learned about the similarities and differences between ADHD and ASD and want to share what you have learned with Mrs. Rivera when she visits next week. You are also excited to have explored the historical foundations of each disorder, and would like to share that as well.

For this assignment, prepare a handout for Mrs. Rivera that briefly describes the historical backgrounds of both diagnoses. Then, create a diagram, chart, drawing, or other self-created graphic that can demonstrate to her the differences and similarities of both disorders in terms of their associated symptom presentations. Summarize that diagram to help her understand the distinctions between ADHD and ASD.

Throughout the past 200 years, scientists have observed and written about childhood presentations of inattention, hyperactivity, and impulsivity, as well as social withdrawal. However, their understanding of the theoretical underpinnings and biopsychosocial factors associated with these symptoms has developed through the years, and the diagnostic labels have changed accordingly. Since 1798,

when Sir Alexander Crichton first described a set of characteristics similar to modern-day attentiondeficit/hyperactivity disorder (ADHD), there have been numerous attempts to identify the specific etiology and pathological course of this condition. Similarly, the term “autism” began to be used in the 1940s to describe a pervasive, isolating self-focus in certain children, but over time has come to be viewed as a collection of related disorders across a diagnostic spectrum reflecting different presentations and severities. In 2013, the authors of the Diagnostic and Statistical Manual of Mental Disorders (DSM5) combined what had been considered four separate developmental disorders under one diagnostic label, autism spectrum disorder (ASD). ADHD and ASD share numerous common symptoms, making it difficult for even professionals to distinguish in their earlier presentations.

In the scenario introduced earlier, Cody’s teacher noticed that he has trouble following directions, staying in his seat, and sitting still. Easily distracted, he frequently gets up and causes problems in the classroom. He grabs toys and other items from his classmates and seems to be unaware and unconcerned with their feelings. When being redirected, he avoids eye contact with his teacher and rocks himself repetitively to selfsoothe. Is Cody suffering from ADHD, ASD, or both? This week, you will explore the historical foundations of both ADHD and ASD, as well as their defining characteristics by today’s diagnostic criteria. Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments. C01 02/27/2012 8:46:55 Page 1 One OVERVIEW Copyright © 2012. John Wiley & Sons, Incorporated. All rights reserved. A utism spectrum disorders (ASD) are among the most common childhood disorders, with prevalence rates reaching near 1% of the population (CDC, 2007a, 2007b). Defined as a lifelong neurodevelopmental disorder with a complex genetic etiology, ASD’s symptoms tend to unfold over the course of early development. Research indicates that 80% to 90% of parents report their first concerns about their child’s development by the second birthday and often earlier. However, the mean age of diagnosis continues to be well over the age of three despite these concerns (Chawarska et al., 2007). Moreover, when experienced clinicians make a diagnosis of ASD at 18 to 24 months, the stability of diagnosis is quite strong, also around 80% to 90% (Chawarska CAUTION et al., 2009). This highlights an  extremely concerning gap beMost parents of children who tween when first concerns are develop ASD express concerns regarding their child’s development raised and when something is prior to the second birthday, well actually done to help the child; over a year before diagnostic often because of a limited awareevaluations take place, on average. ness of the early markers of ASD Professionals need to be extra vigilant in not only validating by professionals on the front concerns, but also in taking line. These facts underscore the immediate action to assess and necessity for clinicians of all identify potential risk for ASD.