Download or read book The Intersectionality of Sex Race and Ethnicity in Externalizing Internalizing and Adaptive Symptoms in Youth with ASD ADHD and Comorbid ASD ADHD written by Liliana L. Acosta and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are two prominent neurodevelopmental disorders (NDD) typically diagnosed in childhood with complex presentations (Ng et al., 2019; Scandurra et al., 2019). There is a large literature base for ASD and ADHD, which informs evaluation, diagnosis, and intervention findings. However, literature is often based on predominately Non-Hispanic White male samples, yet generalized to all children. Additionally, although the DSM-5 now permits diagnosing comorbid ASD and ADHD, very few studies have investigated symptom profiles for children with comorbid ASD/ADHD. This study investigated differences across three groups; ASD, ADHD and comorbid ASD/ADHD for internalizing, externalizing and adaptive behavior composite scores on the BASC-3 by sex, race, and ethnicity. Results indicated significant effect for diagnostic group only but not sex, race or ethnicity variables. Significantly higher Adaptive Skills were noted for the ADHD group as compared to both the ASD and the comorbid ASD/ADHD groups.
Download or read book Sex Differences and Gendered Behaviors written by Michelle Carol Dean and published by . This book was released on 2013 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation contains two studies, which are intended to expand our current knowledge about girls with ASD without intellectual disability. The first study examined sex-differences in ASD symptom endorsement and coexisting internalizing and externalizing behaviors. The second study explored the social behaviors of boys and girls with ASD at school, and the extent to which they endorsed masculine and feminine social preferences and social behaviors. There is some literature to suggest that boys and girls differentially endorse ASD social communication deficits, repetitive behaviors and restricted interests. Additionally, girls are reported to endorse greater internalizing behaviors than boys. Yet girls with ASD without intellectual disability are underrepresented in the literature and less is known about their experiences. It is unclear how gender and the deficits associated with ASD affect the social relationships of girls and boys with ASD at school. Thirty-eight girls with ASD were matched by age ([mu] = 9.97 (3.86)), grade, IQ ([mu] = 93.29 (13.34)), and city of residence to boys with ASD. In the first study, between-group comparisons of IQ, the deficits associated with ASD, and internalizing and externalizing behaviors were examined. The second study used mixed methods analysis to examine participant observation field notes and to explore the social characteristics of boys and girls with ASD at school during unstructured social periods. In the first study, differences in IQ and ASD symptom endorsement were not detected, however, the findings indicated that both parents and teachers report that girls with autism endorse greater internalizing symptomology than boys with ASD. In the second study, gender differences were also detected in the observed social characteristics and behaviors of children with ASD. Both boys and girls with ASD primarily engaged in same-gender play and socializing activities when hanging out at school. Within the ASD sample, girls with ASD made more social initiations and were more persistent in gaining access into peer groups compared to boys with ASD. Boys with ASD spent more time alone and rejected more social initiations compared to girls with ASD. The challenges associated with ASD were more difficult to detect in girls than in boys. Modifications to social skills interventions at school are needed to better address the environmental factors that influence the social behaviors of boys and girls with ASD.
Download or read book Predicting Growth in Prosocial and Externalizing Behaviors During a Summer Treatment Program for Children with ASD ADHD and Comorbid ASD and ADHD written by Shannon Ludeman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children ages 6-12 with Autism Spectrum Disorders (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) often demonstrate similar challenges in in social skills and externalizing behavior (e.g., Leitner, 2014; May et al., 2018). Although distinct evidence-based intervention strategies for improving social skills and externalizing behavior have been shown to have positive effects for children with ASD (e.g., Wong et al., 2015) as well as children with ADHD (e.g., Fabiano et al., 2014), less is known about how a single evidence-based intervention might differentially affect children with ASD, ADHD, or both (Davis & Kollins, 2012).This study examined behavioral trajectories of children with ASD (n = 39), ADHD (n = 50), or both (n = 28) who participated in Apex Summer Camp prior to the COVID-19 pandemic. Apex is an intensive behavioral intervention modeled after the Summer Treatment Program (Pelham et al., 2012). Hierarchical linear modeling was used to model growth in prosocial and externalizing behaviors during camp, and to test whether diagnosis and pre-camp parent-reported child behavior ratings (i.e., Social Responsiveness Scale and Child Behavior Checklist) predicted growth. Results showed that all children, on average, had significant increases in most prosocial behaviors, but no overall changes in most externalizing behaviors. More importantly, campers with ASD and comorbid ASD and ADHD were rarely different from their counterparts with ADHD alone, though comorbid diagnosis was more often associated with less desirable outcomes. Last, parent pre-intervention behavior ratings were largely not predictive of positive behavior growth but predicted the intercept of some externalizing behaviors. Implications for clinical and school-based practice are discussed.
Download or read book Impairment and Internalizing Comobidity in Adolescent ADHD written by Samantha F. Barney and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The literature on attention-deficit/hyperactivity disorder (ADHD) has historically concentrated on externalizing symptoms in elementary-aged males. This paper investigates gender differences in ADHD-related impairment, relationships between ADHD and comorbid internalizing problems, and response to intervention for adolescents with ADHD. Participants are 325 ethnically diverse rising 6th and 9th graders randomized to a high intensity (412 hour) Summer Treatment Program for Adolescents (HI; n=109) vs. low intensity (24 hour) organizational skills intervention (LI; n=109) and an untreated comparison group (n=107). Multiple regression of baseline data was used to evaluate differences in patterns of impairment by gender and grade as well as the relationship between three common areas of ADHD-related impairment (social problems, academic impairment, and family conflict) and teen-reported depressive and anxious symptoms. Results showed few differences in parent- or teacher-reported impairment by gender or grade. Notably, participants identifying as female were found to have fewer parent-reported academic problems (b=-0.09, p=0.017). Rising 9th graders were found to have higher levels of family conflict (b=0.18; p
Download or read book Adolescents with Autism Spectrum Disorder written by Nicholas W. Gelbar and published by Oxford University Press. This book was released on 2017-11-22 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adolescence is a challenging stage for all individuals, especially for those with Autism Spectrum Disorder (ASD). Individuals with ASD face increased social isolation and engage in more challenging behaviors during adolescence. They also experience increased mental health challenges including anxiety and depression, and they are among the least likely of any disability group to attend college, be competitively employed, or live independently. At the same time, adolescents with ASD face a major shift in available services and support as they exit the K-12 educational system. The need to present what is known about this group in order to inform clinicians, researchers, and educators cannot be understated. Adolescents with Autism Spectrum Disorder synthesizes current science on adolescents and young adults with ASD in order to inform mental health practitioners and education professionals who work directly with these individuals. While early childhood interventions for ASD have been extensively developed and tested, research on adolescents and young adults with ASD has lagged behind until recently. This comprehensive handbook can be utilized to train students and professionals in applied mental health roles. The handbook includes three sections: Part I reviews diagnosis and treatment of adolescents with ASD; Part II details how to support their educational needs; and Part III discusses special populations including college students and young women. Chapters highlight recommendations for clinicians and include study questions and additional resources.
Download or read book Predictors of Parent teacher Agreement on Emotional and Behavioral Problems and Autism Symptoms in Youth with Autism Spectrum Disorder and Their Typically Developing Siblings written by Elizabeth Ashley Stratis and published by . This book was released on 2016 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the assessment of psychological functioning in youth, it is considered a gold standard to elicit information from multiple informants. However, agreement between informants is not perfect, typically falling in the moderate range. These discrepancies between informants reflect, in part, contextual variations in children's behavior. However, for typically developing (TD) youth, several variables predict these discrepancies, including child and parent demographic characteristics. Despite being widely studied in TD youth, few consistent predictors have been identified, which may be related to differences in methodology across studies. Additionally, limited information is currently available regarding predictors of informant agreement in youth with autism spectrum disorder (ASD). This study utilized data from the Simons Simplex Collection (SSC), which provided a large and well-characterized sample of youth with ASD and their TD siblings. Parent-teacher agreement was investigated on the Achenbach System of Empirically Based Assessment (ASEBA) and the Social Responsiveness Scale (SRS). Agreement consistently fell in the moderate range for both scales. While parent-teacher agreement was higher for externalizing problems than internalizing problems for TD siblings, agreement was fairly consistent across these types of behavioral concerns for youth with ASD. Three types of parent-teacher discrepancy scores were investigated; the standardized difference score showed equivalent agreement with both parent and teacher original ratings, while the raw and residual difference scores showed differential agreement. A variety of clinical and demographic variables were considered as predictors of these discrepancy scores, and results varied across youth with ASD and their TD siblings. For children with ASD, child IQ, parent reported emotional and behavioral problems, and parent and teacher reported ASD symptoms predicted parent-teacher agreement on the ASEBA scales. On the SRS, child IQ, child receptive language, clinician rated ASD symptoms, adaptive behavior, and parent and teacher reported emotional and behavioral problems were significant predictors of parent-teacher agreement. For TD siblings, parent and teacher reported ASD symptoms, and parental race and education were the only consistent predictors of parent-teacher agreement on the ASEBA scales. On the SRS, child sex, child race, parent and teacher rated emotional and behavioral problems, parental education, and parental broader autism phenotype characteristics were predictors of parent-teacher agreement. This study highlights that the magnitude of parent-teacher agreement is similar across children with ASD and TD children, although patterns of agreement vary across these populations. Further, the factors that influence parent-teacher agreement on emotional and behavioral problems and ASD symptoms vary across children with ASD and TD children. This implies that past research in TD children cannot be simply extended to children with ASD, and further research is needed to clarify what factors are associated with informant agreement in children with ASD to identify when the use of multiple informants is the most critical. Findings in this study also suggest that rater bias impacts informant ratings for both children with ASD and their TD siblings; further research is warranted to understand how characteristics of the informant impact ratings of emotional and behavioral problems and ASD symptoms.
Download or read book Cultural Perspectives on Autism Spectrum Disorder written by Kelda Earleen and published by . This book was released on 2023-11-09 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prevalence rates for autism spectrum disorder (ASD) suggest rates continue to increase, with recent data indicating 1 in 68 children diagnosed with the disorder. Interventions may prove beneficial for both the core symptoms of the disorder and related deficits, although data indicate that effects are stronger with early intervention (e.g., prior to four years old). Unfortunately, many children are undiagnosed until they are school age. Additionally, a number of findings indicate that in comparison to Caucasian children, African American children receive an ASD diagnosis later and less often. The current study examined the role of race/ethnicity on 119 mothers' knowledge about autism spectrum disorder, interpretation of symptomology consistent with ASD (e.g., labeling the child, level of concern, helpful services), attitudes towards mental health services, and trust in providers. Participants were exposed to a vignette of a child displaying typical developmental behavior, mild ASD symptomology, or moderate-to-severe ASD symptomology. Participants indicated their perception of the child's behaviors either as indicative of normal development, a medical disorder, a developmental disorder, an intellectual disorder, or an emotional disorder. Participants then completed measures of ASD knowledge, help seeking attitudes, and provider stigma. In comparison to Caucasians, African Americans displayed less ASD knowledge, were less able to identify a child with ASD symptoms as having the disorder, and held more biases toward medical clinicians. Inconsistent with previous studies, racial/ethnic differences were not found for attitudes of mental health stigma and help seeking intentions. Implications of findings are discussed
Download or read book Patterns of Internalizing and Externalizing Symptoms in Children with Autism Spectrum Disorders written by Ashley Gretencord and published by . This book was released on 2011 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book ADHD And Gender written by Olga Kralik and published by . This book was released on 2021-05-30 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: Girls and boys do tend to show different signs of ADHD. It varies from child to child, of course. But boys with ADHD are more likely to be hyperactive and struggle with self-control. They're more likely to act out in school and behave in ways that are tough for teachers to ignore. Girls with ADHD, on the other hand, tend to adapt better in school. They're less likely than boys to blurt things out in class or to shove the kid next to them This Gender Differences In ADHD book shows that ADHD is a neurological disorder that develops during childhood and can persist into adulthood. Although adult ADHD is more common than initially thought, not all children who have these symptoms will go on to have the adult version of the disorder. Childhood symptoms may also change across the lifespan; some fade (e.g., diminished hyperactivity) while others may be expressed differently.
Download or read book Predictably Unpredictable written by and published by . This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Contextual Approach to Understanding Psychiatric Comorbidities in Adolescents with Autism Spectrum Disorder written by Jessica Lynn Greenlee and published by . This book was released on 2019 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Psychiatric comorbidities are common in youth with Autism Spectrum Disorders (ASD) and can have a negative impact on adaptive functioning and quality of life. Research has primarily focused on individual characteristics associated with internalizing problems such as age, intelligence, and social functioning. However, developmental theory supports the notion that individual level factors are necessary but not sufficient to understand the mental health of youth with ASD. Using the Family Ecology Framework as a guide, the purpose of this study was to examine how peer and family contexts are associated with anxiety and depression symptoms of adolescents with ASD. Using data from adolescents with ASD (13-17 years old) and their primary caregivers (N = 166), this study tested a conditional process model in which youths' social-communication skills were associated with their mental health symptoms indirectly via experiences of peer victimization, with family competence acting as a buffer against the negative impact of peer victimization on anxiety and depression symptoms. Results suggest that the peer context is important when considering the mental health of adolescents with ASD. Specifically, deficits in social-communication skills were associated with higher levels of parent-reported anxiety and depression symptoms through increased adolescent-reports of peer victimization; however, the hypothesized buffering effect of family competence was not statistically significant. Findings from this study suggest the benefits of utilizing developmentally sensitive, contextual approaches when examining psychiatric comorbidities in adolescents with ASD.
Download or read book The Relationship Between Externalizing and Internalizing Symptoms of ADHD and PTSD in Severely Emotionally Disturbed SED Children written by Celeste Mason-Allgood and published by . This book was released on 2005 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mental Disorders and Disabilities Among Low Income Children written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2015-10-28 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children living in poverty are more likely to have mental health problems, and their conditions are more likely to be severe. Of the approximately 1.3 million children who were recipients of Supplemental Security Income (SSI) disability benefits in 2013, about 50% were disabled primarily due to a mental disorder. An increase in the number of children who are recipients of SSI benefits due to mental disorders has been observed through several decades of the program beginning in 1985 and continuing through 2010. Nevertheless, less than 1% of children in the United States are recipients of SSI disability benefits for a mental disorder. At the request of the Social Security Administration, Mental Disorders and Disability Among Low-Income Children compares national trends in the number of children with mental disorders with the trends in the number of children receiving benefits from the SSI program, and describes the possible factors that may contribute to any differences between the two groups. This report provides an overview of the current status of the diagnosis and treatment of mental disorders, and the levels of impairment in the U.S. population under age 18. The report focuses on 6 mental disorders, chosen due to their prevalence and the severity of disability attributed to those disorders within the SSI disability program: attention-deficit/hyperactivity disorder, oppositional defiant disorder/conduct disorder, autism spectrum disorder, intellectual disability, learning disabilities, and mood disorders. While this report is not a comprehensive discussion of these disorders, Mental Disorders and Disability Among Low-Income Children provides the best currently available information regarding demographics, diagnosis, treatment, and expectations for the disorder time course - both the natural course and under treatment.
Download or read book Concordance in Ratings of Comorbid Symptomatology in Youth Assessed for Autism Spectrum Disorder written by James Alexander Rankin and published by . This book was released on 2017 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many youth with autism spectrum disorder (ASD) experience comorbid emotional and behavioral difficulties that have a significant impact on their functioning (Kanne, Abbacchi, & Constantino, 2009). Parents and teachers are valuable informants in piecing together a better picture of these difficulties in the assessment process. However, parents and teachers often exhibit significant divergence on reports of the same behaviors on the same child. Research into parent-teacher discrepancies have aided in identifying how these discrepancies occur and how to extract useful information regarding contextual variation in behavior from these discrepant reports (e.g. De Los Reyes, 2011). However, research in this area is rather limited in terms of comorbid psychiatric symptomatology in youth with ASD and does not explain how discrepancies in this area may be related to core symptoms of ASD. This study examined whether the relation between behavioral and emotional symptoms and ASD symptoms, IQ, and adaptive skills was different for parent and teacher reports in 141 youth referred for ASD assessment. Overall, while results replicated findings that significant discrepancies exist between parent and teacher reports of comorbid behavioral and emotional symptoms, parent and teacher reports were not differentially related to ASD symptoms, IQ scores, or adaptive skills. Results of this study highlight that parent-teacher discrepancy of comorbid symptoms may not vary across different levels of functioning in youth with ASD, and that the measure used in this study to assess comorbid behavioral and emotional symptoms may functioning similarly across different youth with ASD.
Download or read book Perspectives on Health Equity and Social Determinants of Health written by National Academy of Medicine and published by . This book was released on 2023-09-08 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social factors, signals, and biases shape the health of our nation. Racism and poverty manifest in unequal social, environmental, and economic conditions, resulting in deep-rooted health disparities that carry over from generation to generation. In Perspectives on Health Equity and Social Determinants of Health, authors call for collective action across sectors to reverse the debilitating and often lethal consequences of health inequity. This edited volume of discussion papers provides recommendations to advance the agenda to promote health equity for all. Organized by research approaches and policy implications, systems that perpetuate or ameliorate health disparities, and specific examples of ways in which health disparities manifest in communities of color, this Special Publication provides a stark look at how health and well-being are nurtured, protected, and preserved where people live, learn, work, and play. All of our nation's institutions have important roles to play even if they do not think of their purpose as fundamentally linked to health and well-being. The rich discussions found throughout Perspectives on Health Equity and Social Determinants of Health make way for the translation of policies and actions to improve health and health equity for all citizens of our society. The major health problems of our time cannot be solved by health care alone. They cannot be solved by public health alone. Collective action is needed, and it is needed now.
Download or read book ADHD and Asperger Syndrome in Smart Kids and Adults written by Thomas E. Brown and published by Routledge. This book was released on 2021-08-18 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: ADHD and Asperger Syndrome in Smart Kids and Adults offers detailed examples of individuals who have above-average cognitive intelligence, but struggle with executive function impairments of ADHD and significant social-emotional impairments of Asperger syndrome. The book centers around twelve case studies of bright children, teens, and adults treated for both ADHD and Asperger syndrome. Each chapter describes diverse examples of their strengths and their difficulties and explains how these individuals can be helped with appropriate treatment to overcome their ADHD impairments and to improve their ability to understand and interact more effectively with others. Case examples are followed by updated, science-based descriptions of these disorders. Providing science-based information about ADHD and Asperger syndrome in clearly understandable, accessible language, this text is ideal for clinicians, educators, social workers, medical and mental health service providers, and parents of those struggling with such impairments. It also advocates for restoring the diagnosis of Asperger Syndrome to diagnostic manuals of the American Psychiatric Association and World Health Organization.
Download or read book Trauma Autism and Neurodevelopmental Disorders written by Jason M. Fogler and published by Springer. This book was released on 2018-11-29 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the diagnostic overlap and frequent confusion between the newly named DSM-5 diagnostic categories of neurodevelopmental disorders (NDDs), which include autism spectrum disorder (ASD), and trauma and stressor related disorders (TSRDs). These conditions are similar in that a) children with developmental disorders are particularly vulnerable to traumatic events and b) all have pervasive effects on the brain and development. Chapters provide a wealth of effective clinical, family, and school-based interventions, developed from established studies and important new findings. In addition, chapters use illustrative case studies to survey assessment challenges in today’s healthcare climate and consider alternative routes for improving correct diagnoses, identifying appropriate interventions, and referring proper targeted, evidence-based treatment and services. The book concludes with the editors’ recommendations for needs-based service access, including a more widespread use and acceptance of the Research Domain Criteria (RDoC) and the International Classification of Functioning, Disability, and Health (ICF) framework. Topics featured in this book include: The neurobiological contributors to posttraumatic stress disorder (PTSD). Fetal alcohol spectrum disorders (FASDs) and its diagnosis in children with a history of trauma. Interventions for trauma and stressor-related disorders in preschool-aged children. Reactive attachment disorder (RAD) and autism spectrum disorder (ASD) diagnosis and care in a cultural context. Special population consideration in ASD identification and treatment. Challenges associated with the transition to adulthood. Trauma and neurodevelopmental disorders from a public health perspective. Trauma, Autism, and Neurodevelopmental Disorders is a must-have resource for researchers, clinicians and related professionals, and graduate students in developmental psychology, child and adolescent psychiatry, public health, social work, pediatrics, and special education.
