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ADHD And Autism Spectrum Disorders: A Case Study

1097 Words5 Pages

The intent and objective of this research paper is to compare and contrast challenges relating to interpersonal relationships in Attention Deficit Hyperactivity Disorders (ADHD) and Autism Spectrum Disorders (ASD). The personal reason for addressing this topic is to increase an understanding of characteristics in these populations, and to discuss various strategies to improve social skills of elementary age students with these disorders. I teach in a communication delay classroom, where students are often diagnosed with ADHD or ASD in addition to having severe speech and language impairments. Improving social and communication deficits is a central focus in my program. The prevalence of ADHD in school-aged children is estimated to be 3-5% …show more content…

Theory of Mind refers to the ability to understand the mental state of others. Aspy and Grossman (2011) explain deficits in Theory of Mind with examples of how children with autism struggle to read facial expressions, share eye contact, maintain joint attention, and develop inferencing skills. Deficits in Theory of Mind result in the term “mindblindness” which suggests difficulty recognizing the thoughts and feelings of other people, explaining a difficulty with understanding words to describe mental states, as well as comprehending non-literal language (Aspy & Grossman, 2011). Hale and Tager-Flusberg (2006, article: 1 of 8) suggest that Theory of Mind deficits are reciprocal to language and contingent discourse, explaining that social cognition and social communication are related. The potential benefit to educators is this research suggests that improving communication through speech instruction may improve deficits in social cognition. For this reason, an emphasis on speech therapy is essential to prepare students for social communication (original idea 2 of …show more content…

Desman, Hampel, Manhal, and Roos (2008, article: 2 of 8) studied coping skills of ADHD “subtypes”, finding impaired coping during situations with interpersonal stressors. Some researchers suggest that studying ADHD by subgroups, for example students with ADHD and conduct disorder, will help strengthen appropriate interventions based on characteristics for that population (Desman, Hampel, Manhal, & Roos; De Boo & Prins, 2007, article: 3 of 8). Students with ADHD often have issues with social competence which include staying on topic, not listening to the speaker, speaking at inappropriate times, interruption, aggressive behavior, and disruptive behaviors which often result in rejection from peers (De Boo & Prins, 2007). De Boo and Prins (2007) reviewed studies on social skill training for students with ADHD finding problem solving, self-control, and emotion regulation as the most effective interventions. Students can improve problem solving skills through role play with class wide social skills interventions; where students can practice scenarios that happen in less structured situations like recess (Conner, May 27th, 2016, class discussion 2 of 4). Bunford, Evans, and Wymbs (2015, article 4 of 8) reviewed studies of students with ADHD suggesting the idea that social dysfunction is due to emotional dysregulation, and interventions should target that deficit in

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