Association between teacher-reported symptoms of autism spectrum disorder and child functioning in children with ADHD

Deborah Clayton, Jessica Leigh Green, Nicole Rinehart, Emma Sciberras

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)1727-1734
Number of pages8
JournalJournal of Attention Disorders
Issue number12
Publication statusPublished - 1 Oct 2020
Externally publishedYes


  • ADHD
  • autism spectrum disorders (ASD)
  • children

Cite this