Co-occurring neurodevelopmental conditions: impact on behaviour, learning and wellbeing

We commonly speak about neurodevelopmental conditions as if they occur in isolation but the reality is they very commonly co-occur. Indeed it is fair to say that having an isolated condition is the exception rather than the norm.

How common are co-occurrences? 

A systematic review we did (which is a review that brings all the studies on a topic together) showed that when we look at high quality research studies the co-occurrence of autism and ADHD is around 50%. That’s is 1 in 2 people. There is no getting away from the fact that co-occurrence of these conditions is highly common. We also see a high co-occurrence of DCD/Dyspraxia with both autism and ADHD. Often a child or young person might not be diagnosed with both conditions – waiting lists for assessment are long after all. But that doesn’t mean the co-occurrence isn’t impacting the child. It is really important then that we always think about what other neurodivergent characteristics might be impacting a child’s thinking, learning, behaviour and wellbeing whether it is diagnosed or not.

How might co-occurrence impact a child or young person?

If we consider ADHD, we will think about the child not paying attention because they have a thinking difficulty. But what about if they also have co-occurring sensory issues associated with autism and / or DCD/Dyspraxia? It may be then that they are not paying attention because they find it hard to disengage from noises going on around them. Or it might be a bit of both thinking and sensory difficulties that are impacting them. If we only think about the diagnosed condition (or condition it is thought they might have in un-diagnosed children) then we are only preparing ourselves to partially supporting them. If those supporting neurodivergent children and young people routinely think about the possibility of co-occurrences it can really help to understand the broad range of difficulties the child might have and the range of strategies they need in place.

Does a child with co-occurring neurodivergent conditions need more help?

The research on this clearly shows that having more than one neurodivergent condition impacts a child’s function.   They are more likely to show greater social and thinking (e.g. ‘executive function’) difficulties, higher rates of depression, anxiety and conduct problems. They are likely to be the children needing most support and help.

We are hosting a free to attend webinar for teachers on this topic next Wednesday 21st May 4.15-5pm (including Q&A). To join us please register via Eventbrite, see bit.ly/3Suumv3 

.