Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
2.7
2.0
Journals
Children
Special Issues
Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder: Advances in...
share announcement

Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder: Advances in Social-Cognitive and Educational Processes

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Neurology & Neurodevelopmental Disorders".

Deadline for manuscript submissions: closed (31 December 2024) | Viewed by 13744

Special Issue Editors

Prof. Dr. Simona De Stasio

E-Mail Website
Guest Editor
Department of Human Studies, LUMSA University, 00193 Rome, Italy
Interests: early development; emotion regulation; parenting; educational caregiving; well-being
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Carmen Berenguer

E-Mail Website
Guest Editor
Department of Evolutionary and Educational Psychology, University of Valencia, 46010 Valencia, Spain
Interests: child development; executive functions; neurodevelopment disorders; adhd; autistic spectrum
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are two of the most common neurodevelopmental disorders at school age. Both have a negative impact on individuals and their families because of their severity and persistence throughout the life cycle. The high prevalence rates of these disorders are indicative of the high costs they generate in terms of health care and educational expenses. Despite the differences in the nuclear symptomatology, ADHD is characterized by problems of inattention, hyperactivity, and impulsivity, while in ASD, there are predominant difficulties in communication, social interaction, and the presence of repetitive behaviors and restricted interests. Both disorders show similarities, which have supported the possibility of a comorbid diagnosis of ASD + ADHD. More evidence is needed to contribute with new approaches to the different underlying cognitive domains of these disorders to achieve efficient assessment approaches and more effective treatments.

This Special Issue focuses on the current state of knowledge surrounding social-cognitive processes, learning and developmental outcomes, evaluation, and clinical and educational intervention of ASD and ADHD. The research population includes children and those in adolescence. Moreover, this SI aims to analyze the role of education in leading change through practice as well as constant innovation for a more inclusive education.

New research papers, reviews, and case reports are welcome. Papers dealing with new clinical and educational approaches to address family needs, social requirements, school functioning, educational needs, as well as those that highlight the developmental outcomes of ASD, ADHD, and ASD+ADHD, are welcome.

You may choose our Joint Special Issue in IJERPH.

Dr. Simona De Stasio
Dr. Carmen Berenguer
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • ADHD
  • autism
  • social&ndash
  • developmental outcomes
  • cognitive processes
  • evaluation
  • educational intervention

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (6 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Other

19 pages, 294 KiB  
Article
Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness
by Sidni A. Justus, Emily M. Pogue and Victoria Simanovich
Children 2025, 12(3), 342; https://doi.org/10.3390/children12030342 - 9 Mar 2025
Viewed by 967
Abstract
Background/Objectives: Teachers play a significant role in the identification and intervention of neurodevelopmental disorders such as ASD and ADHD. However, their perceptions of ASD+ADHD comorbidity remain underexplored. This study investigates teachers’ estimates of ASD+ADHD prevalence and their perceived preparedness to teach students with [...] Read more.
Background/Objectives: Teachers play a significant role in the identification and intervention of neurodevelopmental disorders such as ASD and ADHD. However, their perceptions of ASD+ADHD comorbidity remain underexplored. This study investigates teachers’ estimates of ASD+ADHD prevalence and their perceived preparedness to teach students with co-occurring diagnoses, exploring key predictors of both outcomes. Methods: Pre-K-12 teachers (N = 199) completed demographic questions and four additional questionnaires assessing ASD- and ADHD-specific knowledge, neurodiversity attitudes and overall teaching self-efficacy. Participants estimated the prevalence of ASD+ADHD comorbidity and rated their preparedness to instruct students with ASD+ADHD, ASD-only, and ADHD-only. Regression analyses examined factors predicting prevalence estimates and preparedness. Results: Teachers underestimated the lifetime prevalence of ASD+ADHD, though current prevalence estimates were more aligned with meta-analytic findings. Personal experience and current teaching of comorbid students predicted higher prevalence estimates, whereas greater ASD knowledge was associated with lower estimates. Preparedness to teach ASD+ADHD was rated lower than for ASD-only or ADHD-only students. Self-efficacy, neurodiversity attitudes, and professional training were predictors of preparedness. Current teaching of comorbid students, disorder-specific knowledge, and total years of teaching experience showed inconsistent associations across conditions. Conclusions: Findings suggest that while direct experience and training enhance both awareness and preparedness, disorder-specific knowledge alone does not consistently translate to confidence in supporting students with co-occurring diagnoses. Implications for teacher training and the need for comorbidity-focused professional development are discussed. Full article
(This article belongs to the Special Issue Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder: Advances in Social-Cognitive and Educational Processes)
14 pages, 1532 KiB  
Article
The Impact of a Music- and Movement-Based Intervention on Motor Competence, Social Engagement, and Behavior in Children with Autism Spectrum Disorder
by Chayma Kanzari, Aymen Hawani, Karim Ben Ayed, Maher Mrayeh, Santo Marsigliante and Antonella Muscella
Children 2025, 12(1), 87; https://doi.org/10.3390/children12010087 - 14 Jan 2025
Viewed by 1848
Abstract
Background/Objectives: The main objective of this manuscript is to evaluate the effects of training, music, and movement intervention on motor functions, social engagement, and behaviors in autistic children. Methods: Twenty-one children with a diagnosis of mild autism spectrum disorder (ASD), with an age [...] Read more.
Background/Objectives: The main objective of this manuscript is to evaluate the effects of training, music, and movement intervention on motor functions, social engagement, and behaviors in autistic children. Methods: Twenty-one children with a diagnosis of mild autism spectrum disorder (ASD), with an age range of 5-to-13 years, were divided into two groups: the experimental group (n = 10) and the control group (n = 11). All participants were examined before (T0) and after the intervention (T1) to evaluate their motor functions (Bruininks–Oseretsky Motor Performance Test (BOT-2)), maladaptive behavior (RCS (Response to Challenge Scale)), and enjoyment and engagement (PACES (Physical Activity Enjoyment Scale)). Results: Statistical analysis showed that music and movement intervention significantly improved motor functions such as balance and bilateral coordination (p < 0.0001), social engagement (p = 0.002), and adaptive behaviors (p = 0.005) in children with ASD. Our research supports the feasibility of music and movement intervention and documents the interest in participating in children with ASD. Conclusions: This study demonstrates the benefits of movement and music interventions and can be considered a useful way to manage autism spectrum disorders in the future. Full article
(This article belongs to the Special Issue Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder: Advances in Social-Cognitive and Educational Processes)
►▼ Show Figures

Figure 1

14 pages, 1205 KiB  
Article
Effectiveness of Equine-Assisted Activities and Therapies for Children with Autism Spectrum Disorder: An Update
by Leonardo Zoccante, Sara Sabaini, Sophia Marlene Bonatti, Erika Rigotti, Camilla Lintas, Michele Marconi and Marco Zaffanello
Children 2024, 11(12), 1494; https://doi.org/10.3390/children11121494 - 8 Dec 2024
Cited by 1 | Viewed by 1279
Abstract
Background/Objectives: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition requiring personalised therapeutic approaches. This study evaluated the effectiveness of Equine-Assisted Activities and Therapies (EAATs) in 86 children with varying ASD severity levels (levels 1–3). Methods: Vineland Adaptive Behaviour Scales and the Parenting [...] Read more.
Background/Objectives: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition requiring personalised therapeutic approaches. This study evaluated the effectiveness of Equine-Assisted Activities and Therapies (EAATs) in 86 children with varying ASD severity levels (levels 1–3). Methods: Vineland Adaptive Behaviour Scales and the Parenting Stress Index were used. Between May 2022 and October 2023, participants completed 20 weekly sessions of 45 min each, tailored to their individual needs. Results: Children with level 3 ASD demonstrated greater challenges in communication (level 1: 67.1 ± 29.0 vs. level 3: 30.0 ± 12.6; p < 0.001), daily living skills (81.0 ± 26.8 vs. 42.6 ± 18.1; p < 0.001), and socialisation (72.2 ± 23.2 vs. 37.3 ± 14.2; p < 0.001). Parental distress was higher in cases of greater ASD severity. Nevertheless, significant improvements were observed across the entire cohort in daily living skills (58.3 ± 25.5 vs. 67.8 ± 29.0; p = 0.023), with particularly notable outcomes in children with level 1 ASD (65.7 ± 26.9 vs. 81.0 ± 26.8; p = 0.010). While increases in socialisation were noted among children with level 1 ASD, these were not statistically significant (p = 0.073). Conclusions: EAAT fosters improvements in daily living skills, particularly in children with level 1 ASD, and has a positive impact on socialisation. For children with more severe ASD, targeted interventions are required. Full article
(This article belongs to the Special Issue Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder: Advances in Social-Cognitive and Educational Processes)
►▼ Show Figures

Figure 1

16 pages, 471 KiB  
Article
Executive Functioning Profiles in Neurodevelopmental Disorders: Parent–Child Outcomes
by Ana Pardo-Salamanca, Daniela Paoletti, Gemma Pastor-Cerezuela, Simona De Stasio and Carmen Berenguer
Children 2024, 11(8), 909; https://doi.org/10.3390/children11080909 - 27 Jul 2024
Cited by 2 | Viewed by 1802
Abstract
Background/Objectives: Children with autism spectrum disorder (ASD) and/or attention deficit hyperactivity disorder (ADHD) exhibit more executive function (EF) deficits compared to typically developing (TD) peers. EF deficits are linked to various impairments in daily functioning and increased parental stress. The first aim of [...] Read more.
Background/Objectives: Children with autism spectrum disorder (ASD) and/or attention deficit hyperactivity disorder (ADHD) exhibit more executive function (EF) deficits compared to typically developing (TD) peers. EF deficits are linked to various impairments in daily functioning and increased parental stress. The first aim of the present study is to investigate EFs in children with ASD and ADHD compared to their TD peers. The second aim is to explore profiles of executive functions in children with ASD and ADHD and, finally, to determine the differences of EF profiles in relation to parental stress and children’s functional impairments. Methods: The sample comprised 30 TD children, 47 children with ASD, and 34 children with ADHD, aged 8 to 12 years. Parents completed questionnaires of parenting stress, and children’s social and daily-life functioning. Parents and teachers reported information about children’s EF. Results: The results indicated significantly greater impairment of EFs in the clinical groups compared to the TD group. Moreover, three distinct clusters of functioning were identified based on the severity of reported EF difficulties. The significant findings showed that children with more severe EF profiles were associated with greater daily impairment and higher levels of perceived parental stress. Conclusions: Given the impact of EF deficits on the lives of children with ASD and ADHD and their families, it is crucial that studies like this enhance our understanding and inspire future interventions aimed at improving executive functions in children with ASD and ADHD. Such interventions could help reduce parental stress and improve daily functioning. Full article
(This article belongs to the Special Issue Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder: Advances in Social-Cognitive and Educational Processes)
►▼ Show Figures

Figure 1

13 pages, 305 KiB  
Article
Serum Biomarker Analysis in Pediatric ADHD: Implications of Homocysteine, Vitamin B12, Vitamin D, Ferritin, and Iron Levels
by Tanja Lukovac, Olivera Aleksić Hil, Milka Popović, Vitomir Jovanović, Tatjana Savić, Aleksandra M. Pavlović and Dragan Pavlović
Children 2024, 11(4), 497; https://doi.org/10.3390/children11040497 - 22 Apr 2024
Cited by 2 | Viewed by 5128
Abstract
The current diagnosis of attention deficit hyperactivity disorder (ADHD) is based on history, clinical observation, and behavioral tests. There is a high demand to find biomarkers for the diagnosis of ADHD. The aim of this study is to analyze the serum profiles of [...] Read more.
The current diagnosis of attention deficit hyperactivity disorder (ADHD) is based on history, clinical observation, and behavioral tests. There is a high demand to find biomarkers for the diagnosis of ADHD. The aim of this study is to analyze the serum profiles of several biomarkers, including homocysteine (Hcy), vitamin B12, vitamin D, ferritin, and iron, in a cohort of 133 male subjects (6.5–12.5 years), including 67 individuals with an ADHD diagnosis based on DSM-V criteria and 66 age-matched healthy boys (healthy controls, HC). Assessments for ADHD included the Iowa Conners’ Teacher Rating Scale (CPRS) and the ADHDT test, as well as cognitive assessments using the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the TROG-2 language comprehension test. Hcy and iron were quantified using spectrophotometry, while vitamin B12 and total 25-hydroxy vitamin D levels were determined using an electrochemiluminescence immunoassay (ECLIA) and ferritin was measured using a particle-enhanced immunoturbidimetric assay. The results showed significantly increased Hcy levels and decreased vitamin B12 levels in ADHD patients compared to HCs. Multiple logistic regression analysis indicated that Hcy is a potential prognostic indicator for ADHD. These results suggest that elevated homocysteine and decreased vitamin B12 may serve as markers for the diagnosis and prognosis of ADHD. Full article
(This article belongs to the Special Issue Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder: Advances in Social-Cognitive and Educational Processes)
►▼ Show Figures

Graphical abstract

Other

Jump to: Research

8 pages, 1401 KiB  
Case Report
Music Therapy as a Tool to Unveil Musical Potential or Hidden Savant in Children with Autism: A Case Study
by Mais Hatahet, Andrea Sárváry and Attila Sárváry
Children 2024, 11(12), 1543; https://doi.org/10.3390/children11121543 - 19 Dec 2024
Viewed by 1785
Abstract
Background/Objectives: Savant syndrome is a perplexing condition characterized by the exceptional abilities or talents of individuals with disabilities or low IQ. Methods: This study shows an individual case of a child with autism, detailing how music therapy may facilitate the discovery [...] Read more.
Background/Objectives: Savant syndrome is a perplexing condition characterized by the exceptional abilities or talents of individuals with disabilities or low IQ. Methods: This study shows an individual case of a child with autism, detailing how music therapy may facilitate the discovery of musical abilities and how it can improve different areas of development, e.g., motor function, communication, social skills, and emotional expression. Results: The 17-year-old male (KH), diagnosed at the age of three with autism spectrum disorder (ASD) and having moderate abilities, exhibited no interest in music until the initiation of a music therapy program at the age of 11 years. KH consistently has repeated movements which impede his advancement in various tasks. This observation prompted the occupational therapist to purposefully incorporate this movement into piano training and recommend the initiation of music therapy sessions. He subsequently began utilizing the piano and demonstrated an extraordinary aptitude for musical note interpretation and creation. Conclusions: Occupational therapy may contribute to revealing hidden savant syndrome in children with ASD. Prolonged musical training has multiple impacts on motor functioning and multi-sensory perception, and it may also elicit favorable behavioral modifications in children with autism. Full article
(This article belongs to the Special Issue Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder: Advances in Social-Cognitive and Educational Processes)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-6
Back to TopTop