Insights and Strategies for Supporting Students with ASD and ADHD

Presenters

• Kathleen M. Woodward, Ed.S., NCSP
• Elizabeth Shanley, M. Ed.
• Melinda Cooper, OTR

Learner Objectives

• Define and differentiate ASD and ADHD, including their core symptoms and challenges.
• Describe the prevalence and trends of co-occurring ASD and ADHD.
• Identify challenges faced by students with co-occurring ASD and ADHD in academics, behavior, and social interactions.
• Apply evidence-based strategies for supporting these students in educational settings.
• Understand collaborative approaches involving families and specialists.

Agenda

1. ASD and ADHD: Key Characteristics and Diagnostic Trends
2. Challenges in the Classroom
3. Strategies for Educators
4. The Importance of Collaboration
5. Closing Remarks and Resources

ADHD Overview

• Symptoms: Inattention, hyperactivity, impulsivity.
• DSM-5 Criteria:
  • Onset before age 12.
  • Symptoms persist for 6 months.
  • Impact on social, academic, or occupational functioning.
  • Present in multiple settings.
  • Not explained by another disorder.
• Common Challenges:
  • Trouble following directions, disorganization, impulsivity, academic underperformance.

ASD Overview

• Characteristics: Persistent deficits in social communication and interaction, restricted/repetitive behaviors.
• DSM-5 Criteria:
  • Deficits in social-emotional reciprocity, nonverbal communication, relationships.
  • Restricted, repetitive behaviors (e.g., motor movements, routines, interests).
  • Symptoms present in early development and cause significant impairment.
• Common Challenges: Difficulty with peer relationships, limited play skills, sensory sensitivities, adapting to change.

Key Differences between ASD and ADHD

• ASD: Social communication issues, restrictive behaviors.
• ADHD: Inattention, hyperactivity, impulsivity.
• Different patterns in social interaction, behavior, language, sensory processing, and response to structure.

Co-occurring ADHD and ASD

• Prevalence:
  • 30-70% of children with ASD meet ADHD criteria.
  • 14% of children with ADHD exhibit ASD signs.
• Diagnostic Trends: Dual diagnosis allowed since DSM-5 (2013).
• Implications for Educators: More complex student profiles.

Challenges in the Classroom

• Key Challenges:
  • Sustaining attention, organizing tasks, impaired executive function.
  • Emotional dysregulation, impulsivity.
  • Social interaction difficulties.
• Strategies:
  • Visual schedules, breaking tasks into steps, using checklists.
  • Consistent routines, preparing for transitions, coping strategies.
  • Social stories, peer interventions, explicit social cue instruction.

Strategies for Educators

• Executive Functions: Attention, organization, effort, emotion, memory, action.
• Attention Strategies: Signals, task initiation prompts, structured choices.
• Focus Strategies: Seat placement, noise-canceling tools, cognitive flexibility games.
• Effort Strategies: Task micro-steps, goal tracking, choice boards.
• Emotion Strategies: Self-regulation techniques, SEL curricula, calm corners.
• Memory Strategies: Visual cues, memory aids, review routines.
• Action Strategies: Stop-think-act, behavior expectations, previewing transitions.

Social and Emotional Learning (SEL)

• Approaches: Role-playing, inclusive activities, empathy and relationship skills.

Classroom Modifications

• Sensory-Friendly Environments: Cater to sensory preferences, structured routines.
• Example: Noise-canceling headphones for focused work.

Importance of Collaboration

• Working with Families: Involve caregivers in IEPs, use strengths-based language.
• Resources: CDC, NIH, ADDitude, CHADD, AAP, and others.

References

• Shaw KA, et al. (2025). Prevalence and Early Identification of Autism Spectrum Disorder.
• Dunn W. (2017). Strengths-based approaches.
• Little LM, et al. (2018). Sensory Processing Patterns in Autism and ADHD.
• Martinez S, et al. (2024). Overlap and distinctions of ADHD and ASD.
• Rong Y, et al. (2021). ADHD prevalence in ASD.
• Sainsbury WJ, et al. (2023). Co-occurring autism and ADHD diagnosis.