TY - JOUR
T1 - Association between teacher-reported symptoms of autism spectrum disorder and child functioning in children with ADHD
AU - Clayton, Deborah
AU - Green, Jessica Leigh
AU - Rinehart, Nicole
AU - Sciberras, Emma
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was funded by the Murdoch Childrens Research Institute (MCRI) and the Australian National Health and Medical Research Council (NHMRC; Project Grant 1008522). This research was supported by the Victorian Government’s Operational Infrastructure Support Program to the MCRI. Dr. Emma Sciberras is funded by an NHMRC Early Career Research Fellowship (#1037159) and an NHMRC Career Development Fellowship (#1110688). Ms. Jessica Green is funded by a Monash University Postgraduate Scholarship (Australian Postgraduate Award; 2012-2015), MCRI Professor David Danks Top Up Scholarship (2013-2015), and Monash University Postgraduate Publication Award (2015-2016).
Publisher Copyright:
© The Author(s) 2016.
PY - 2020/10/1
Y1 - 2020/10/1
N2 - Objective: This study examined the association between autism spectrum disorder (ASD) symptom severity and academic outcomes and classroom functioning in a community-based sample of children with and without ADHD. Method: Participants included children with ADHD (n =179) and a non-ADHD group (n =212). ASD symptom severity, academic and learning skills, and classroom functioning were assessed via teacher report using the Social Skills Improvement System (SSIS; ASD and Academic Competence subscales) and the Strengths and Difficulties Questionnaire (SDQ; all subscales). Results: Children with ADHD had higher teacher-reported ASD symptoms than children without ADHD (β=.62, p<.001). Greater teacher-reported ASD symptoms were associated with more behavioral difficulties in the classroom for children with ADHD (β=.50, p<.001). There was little evidence of an association between academic competence and ASD symptom severity in children with ADHD (β= −.11, p =.15). Conclusion: ASD symptoms are associated with elevated classroom behavioral difficulties for children with ADHD.
AB - Objective: This study examined the association between autism spectrum disorder (ASD) symptom severity and academic outcomes and classroom functioning in a community-based sample of children with and without ADHD. Method: Participants included children with ADHD (n =179) and a non-ADHD group (n =212). ASD symptom severity, academic and learning skills, and classroom functioning were assessed via teacher report using the Social Skills Improvement System (SSIS; ASD and Academic Competence subscales) and the Strengths and Difficulties Questionnaire (SDQ; all subscales). Results: Children with ADHD had higher teacher-reported ASD symptoms than children without ADHD (β=.62, p<.001). Greater teacher-reported ASD symptoms were associated with more behavioral difficulties in the classroom for children with ADHD (β=.50, p<.001). There was little evidence of an association between academic competence and ASD symptom severity in children with ADHD (β= −.11, p =.15). Conclusion: ASD symptoms are associated with elevated classroom behavioral difficulties for children with ADHD.
KW - ADHD
KW - autism spectrum disorders (ASD)
KW - children
UR - http://www.scopus.com/inward/record.url?scp=85040700539&partnerID=8YFLogxK
U2 - 10.1177/1087054716669227
DO - 10.1177/1087054716669227
M3 - Article
C2 - 27628298
AN - SCOPUS:85040700539
VL - 24
SP - 1727
EP - 1734
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
SN - 1087-0547
IS - 12
ER -