scholarly journals Sleep, anxiety and challenging behaviour in children with intellectual disability and/or autism spectrum disorder

2011 ◽  
Vol 32 (6) ◽  
pp. 2758-2766 ◽  
Author(s):  
Halina Rzepecka ◽  
Karen McKenzie ◽  
Iain McClure ◽  
Shona Murphy
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Challenging Behaviour ◽  
Children With Intellectual Disability

Attachment disorder in autism spectrum disorder and intellectual disability

2019 ◽  
Vol 13 (2) ◽  
pp. 57-66 ◽  
Author(s):  
Arvid Nikolai Kildahl ◽  
Maria Hagen Engebretsen ◽  
Sissel Berge Helverschou
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Exclusion Criterion ◽  
Challenging Behaviour ◽  
Attachment Disorders ◽  
Attachment Disorder ◽  
Case Study Methodology ◽  
Content Type

PurposeAutism spectrum disorder (ASD) is an exclusion criterion for one of the two attachment disorders in the DSM 5. However, previous findings indicate that ASD and attachment disorder are unrelated conditions and may co-occur. The purpose of this paper is to explore the diagnostic assessment of an adolescent male with ASD, intellectual disability (ID), severe challenging behaviour and a suspected attachment disorder.Design/methodology/approachCase study methodology was chosen because of its suitability in the exploration of complex clinical phenomena where prior knowledge is sparse.FindingsIt was possible to identify symptoms of attachment disorder in a case involving ASD, ID, anxiety and severe challenging behaviour. The Disturbances of Attachment Interview was particularly useful in this assessment, as was assessment of ASD symptoms and developmental history. Differentiating the two attachment disorders proved challenging.Research limitations/implicationsThere is a need for further research in ASD and attachment disorders not limited by current diagnostic categories.Practical implicationsCo-occurring symptoms of attachment disorder may be identified in individuals with ASD and ID, and exploration of these symptoms in assessments of children and adolescents with ASD/ID and challenging behaviour may be beneficial.Originality/valueThe study adds to previous findings on attachment disorder in ASD, demonstrating that identification of attachment disorder is possible even in the presence of a highly complex clinical picture involving severe challenging behaviour. It may also assist other clinicians in identifying and making more accurate assessment of attachment disorder in ASD and ID.

scholarly journals Differential diagnosis for whom with intellectual disability and autism spectrum disorder according to diagnostic criteria in Diagnostic and Statistical Manual of Mental Disorders (5th edition)

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Dr.. Sherif Adel Jaber Ahmed - Dr. Sayed Ibrahim Ali
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Interaction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Three Dimensions ◽  
Behavioral Performance ◽  
Level Of Significance ◽  
Children With Intellectual Disability

This study aimed to identify the diagnosis of the difference between the intellectual disability and the autism spectrum disorder. The study sample consisted of 60 children (30 children with intellectual disability, 30 children with autism spectrum disorder). Three scales were used in this study; the measure of autism spectrum disorder for children (prepared by Gaber 2018), the measure of communication and social interaction, and the measure of the behavioral performance (prepared by the researchers of this study). The study found that there were statistically significant differences at the level of significance (0.05) among the average scores of children with intellectual disability and children with autism spectrum disorder on measurement of communication and social interaction of the three dimensions in favor of children with intellectual disability. The results of the study showed that there were statistically significant differences at the level of significance (0.05) between the average scores of children with intellectual disability and children with autism spectrum disorder on the measure of behavioral performance in its four dimensions in favor of children with intellectual disability.

scholarly journals Identifying playing styles among children with intellectual disability autism spectrum disorder and multiple disability: أنماط اللعب لدى الأطفال ذوي الإعاقة الفكرية واضطراب طيف التوحد وتعدد العوق

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mashael Hamad bu hamad , Nabil Sharaf Al- Maliki
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Disability ◽  
Physical Responses ◽  
Children With Developmental Disabilities ◽  
Children With Intellectual Disability

  This study aimed at identifying playing styles among children with developmental disabilities (intellectual disability, autism spectrum disorder and multiple disability "intellectual disability and autism spectrum disorder. To achieve this, the researcher used the descriptive analytical approach. The population of the study consisted of (415) children with developmental disabilities and the sample of the study consisted of (128) children with developmental disabilities. The researcher used playing activities observation list prepared by Alnajjar (2001) as a tool for collecting data which consisted of playing activities to measure physical, social and emotional responses. The results of the study were as follows: - There are significance statistical differences in physical responses games between children with intellectual disability and children with autism. - There are no significance statistical differences in individual playing styles among children with intellectual disability and children with autism. - There are significance statistical differences in social responses games between children with intellectual disability and children with autism in the favor of autism children. - There are significance statistical differences in physical responses between children with intellectual disability and children with multiple disability in the favor of double disability children. - There are significance statistical differences in emotional responses between children with intellectual disability and children with autism. In the light of results of the study, the researcher recommended the following: - Developing the attitudes of children with intellectual disability toward activities that require physical exertion. - Diversity in the tools and games provided to children with intellectual disability and children with autism disorder.

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