At six years old, little Chun had long struggled with limited social skills. His interactions with peers were often inappropriate, marked by impulsive outbursts and restlessness. Upon entering primary school, his behavioral difficulties intensified: he frequently disrupted lessons, hid under desks screaming, and frightened classmates who eventually withdrew from him, leaving him isolated.
Clinical interviews are the cornerstone of diagnosing Autistic Spectrum Disorder (ASD) and Attention‑Deficit/Hyperactivity Disorder (ADHD). Psychiatrists typically conduct in‑depth conversations with parents to gather detailed information about a child’s developmental history, behavioral patterns, and emotional responses. During the consultation, clinicians carefully observe the child’s interaction style, while also evaluating for potential co‑existing conditions such as anxiety or depression.”
When a child is living with both Autistic Spectrum Disorder (ASD) and Attention‑Deficit/Hyperactivity Disorder (ADHD), parenting requires extra patience and understanding.Scolding or trying to stop behaviors by force may bring short‑term results, but it can damage trust between parent and child and make future interactions more difficult. Instead, parents are encouraged to first calm themselves, then use a gentle tone to explain the reasons and consequences of the behavior.
Autistic Spectrum Disorder (ASD) and Attention‑Deficit/Hyperactivity Disorder (ADHD) are two distinct neurodevelopmental conditions. When they occur together—a situation known as comorbidity—children often face more complex challenges in learning, behavior, and emotional regulation. They may also be more vulnerable to peer rejection, social difficulties, and heightened anxiety.
Autistic Spectrum Disorder (ASD) and Attention‑Deficit/Hyperactivity Disorder (ADHD) are distinct neurodevelopmental conditions. Yet, research shows that 50–70% of children with ASD also present with ADHD symptoms, a phenomenon known as comorbidity. While the exact mechanisms behind this overlap are not fully understood, it is widely believed to be related to differences in brain structure and imbalances in neurotransmitters.
At school, little Chuk often struggled to concentrate and was easily distracted. Outdoors, he would ignore instructions and run around freely. His family thought he was simply being naughty and scolded him repeatedly. It was only after a social worker suggested medical consultation that he was diagnosed with Attention‑Deficit/Hyperactivity Disorder (ADHD). With treatment, his behavior and learning improved significantly—he began completing homework on his own, and his academic performance rose remarkably.
For children living with Attention‑Deficit/Hyperactivity Disorder (ADHD), learning at home can sometimes feel overwhelming. With the right support, however, progress and confidence are possible. Research and clinical experience show that a combination of medication and behavioral therapy can significantly improve focus, reduce impulsivity, and create a more positive learning environment.
Individuals with Attention Deficit Hyperactivity Disorder (ADHD) often exhibit reduced prefrontal lobe function, which contributes to difficulties in sustaining attention and controlling impulsive behaviors. As a result, strict behavioral management is essential.
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