In addition to an existing attention-deficit/hyperactivity disorder (ADHD), you have been also diagnosed with autism (Autism Spectrum Disorder or ASD). Probably in this Sequence. Maybe you have felt relief, as it is now an explanation for some difficulties. Maybe they are. You are very unsettled and concerned about the diagnoses also. This article is intended to give you some information about autism and ADHD. Because people with autism usually have limitations over the life span, the symptoms can vary greatly depending on the age, we decided to tackle the issue of a child and adolescent from the psychiatric point of view, as well as from an adult psychiatric perspective illuminate. That's why the article is not just helpful for you as a patient, but also for parents, relatives, educators or employers. We hope you enjoy reading and being informed!
Autism Spectrum Disorder (ASD)
There are individual autistic symptoms as a Personality trait in many healthy, successful people - without that they have autism. But when many of these features are present and are pronounced, there is an autism spectrum disorder. The word "spectrum" illustrates how different the Severity may be: Affected may only slightly impaired or dependent on care throughout. These different degrees depend on other things, which many people with autism in addition to others (so-called comorbid) disorders have. There is no symptom that needs to be present to be able to diagnose an ASD. Imagine a puzzle from a thousand Share. Each puzzle piece sets Symptom of ASD. If a human can have all the thousand features even a layman make the diagnosis. If however, only 200 puzzle pieces available are, it gets harder. Then the hang Probability, an idea of the picture depending on how the puzzle pieces are distributed and the location of the Puzzle pieces as well as their number.
The symptoms and impairments, however, are regardless of the degree of expression, similar and affect three major areas:
1- Social interaction: Above all, dealing with peers is often difficult. Often there is a strong need for withdrawal, coupled with a small desire for socializing. Smalltalk becomes avoided, body contact felt uncomfortable, social Signals are often misinterpreted. Not infrequently lies one Detailed orientation before, the big picture is less interesting. In addition, there is often a strong sense of justice. 2- Communication: The abnormalities concern both the non-verbal communication (rigid facial expression, little gestures, furtive or no eye contact) as well as the language. Affected speak often in a stilted, well-articulated manner with a flat Intonation. The rhythm of speech may also be noticeable. Telephoning is often avoided, what is said literally taken - z. B. "circulatory problem" as a "problem, in a circle to run ". 3- Behave conspicuously; these are clearly pronounced in childhood continuously there is a great need for rituals and regulated daily routines. Changes are not welcome and are often not accepted. A number affinity can be thinking is more black and white-oriented and very concrete. Abnormalities in eating behavior and one low frustration tolerance are common. Not frequently, there is also a motor clumsiness sensory. Impairment and strong reactions to over-stimulation persist even in adulthood.
Typical features in childhood, adolescence, and adulthood
Baby and kindergarten age Regulation disorders in the infant ➜ Excessive screaming ➜ Sleep disorders ➜ feeding disorders Auto-aggressive behavior No need for body contact Tantrums with no apparent trigger Avoid eye contact Motor stereotypes Has no friends, prefers to play alone Only build-up, no role play Line up toys, like rotating objects Child atypical special interests (death, geography, lists) Modification inflexible Low frustration tolerance Does not understand social situations Cannot empathize with others Sensory sensitivities Motor clumsiness Stilted, "wise" expression Acts indifferently to others I-related new word creations Do not comfort
The children often need physiotherapy, ergo or logotherapeutic therapies, her parents' counseling support.
Does not understand tasks at school Does not like public transport Consolation and sympathy are learned Does not like to phone Loners, often poorly integrated Very exhausted after school No need for friends or uncertainty about it, how to get friends Does not like small talk Black and white thinking High moral standards, justice-loving Strongly self-determined Feeling of "being different" Learn eye contact Little empathic Modification inflexible Black humor Great interest in media Conspicuous eating behavior Special interests
Adulthood (strongly dependent on a degree of expression)
In case of pronounced competence often appears arrogant Lack of pragmatism, black and white thinking Despite the high intelligence difficulties in coping with the study, and afraid of oral exams Difficulties in establishing relationships High moral standards, justice-loving Low social interest Does not like small talk, cliques, group communication Stereotypical clothing behavior Modification inflexible, but with higher tolerance than before Rigid daily routine Analytically thinking Retreat and the rest need Very direct
How common is autism?
"Autism discovered in the 1940s. Until the 90s Years, it was thought that about 3 of 10,000 people are affected. Meanwhile, one knows that about 150 out of 10,000 people an autism spectrum disorder respectively. Autism is not an educational error. He will in the cradle, so to speak because the genetic influence is very strong. But also many other factors that are not yet decoded affect the disorder out. Autism can be both a real one Illness, comparable to z. As diabetes, as well as a more or less strong pronounced property, such as body height. As a rule, boys are affected as often as two to three times girl. For autistics, it is a great blessing that the disease has moved more in the social consciousness. Nevertheless, the diagnosis should only be after a very thoroughly investigated, which usually takes many hours. Autism is no "eye diagnosis" safe.
Attention-Deficit /Hyperactivity Disorder (ADHD)
Concentration disorders, increased distractibility, unstructured work behavior form a major symptom field of ADHD. Again, this is not one error in education, but a primary one genetic disease. Nevertheless, in both shape the structure of the family as well as dealing with each other crucially the severity.
Typical abnormalities in childhood and adolescence
Problems with concentration ➜ Strong distractibility due to external stimuli ➜ Strong distractibility through your own thoughts Strong exhaustion after school Motivation problems Low frustration tolerance Motor unrest ("fidget Philipp") Increased impulsivity ➜ Disturbance of lessons due to heckling ➜ Impatience Disrespectful behavior towards authority persons Tic disorders ➜ Blink ➜ clearing of throat ➜ Yawning mouth movement Behavioral problems Emotional regulatory difficulties (exultant - distressed to death) frequently additional motor clumsiness, dyslexia
Typical abnormalities in adulthood Difficulties with work organization Loud, rumbling appearance Bad self-management ➜ Overworks with enthusiasm and then breaks down exhausted ➜ Problems with meeting deadlines or paying bills on time Chaotic housekeeping Frequent change of workplace Hyperactivity, strong imbalance without sport Nothing is finished Relationship problems and frequent partner changes Sexual difficulties Financial problems
Autism and ADHD
The core symptoms of ADHD - inattention, hyperactivity, and impulsivity -are at the same time the most common side effects of an ASD. Depending on the study suffer up to 80% of children with one Autism Spectrum Disorder Also at One ADHD. The other way round it is similar: Up to 50% of children with ADHD have also an ASD. This fact suggests that between both diseases there is a genetic connection. However, much is not yet scientific finally clarified. Both ADHD and ASD sufferers have problems with structuring things, being organized, and the big picture to have an eye on and prioritize. The requirements for this executive Functions are anatomically isolated in the frontal brain (behind the forehead). If it improves "only" to an ADHD the difficulties often in young Adulthood because this brain region matures until the age of 24. In humans with an ASD, the problems tend to stay consist.
There are many ways to help people with ADHD and/or ASD - independent of age. The basis is, in any case, is a professional diagnostics. In childhood and adolescence are continuous multi-professional therapy and educational accompanying measures important (learning therapy, disadvantage compensation, school attendance). To coordinate these extensive measures, it is helpful if the specialist in charge of Child and adolescent psychiatry to the case Becomes a manager. The goal is that often very gifted people use their potential can, what also for the later professional Career is trend-setting. In adulthood, it is important to niches for professional integration. Many sufferers develop in the course of the time strategies to compensate for their problems. Some, however, also need it
In adulthood still psychotherapeutic and drug support.
A medical accompaniment can be very important regardless of age. In adulthood, it is important to niches for professional integration. Many sufferers develop strategies in the course of the time to compensate for their problems. Some, however, also need it in adulthood still psychotherapeutic and drug support. A medical accompaniment can be very important regardless of age.
We not only have impairments but also great strengths!
Strengths in ADHD
Imagination A lot of energy Creativity Courage for new projects Fearlessness Unorthodox solutions Liability Sense of justice Assertiveness High efficiency
Strengths in ASD
Authenticity Sense of justice Honesty Systematic thinking and acting Solution orientation Good memory and a sense for details Unconventional problem-solving strategies Reliability Commitment, integrity Dry, brilliant humor And now imagine, you are allowed strengths from both lists call yours - what a combination!
Kylee comes at the age of twelve years together with his parents in the practice. He is a smart boy, but remains far behind his potential at school, back and almost refuses any oral participation. Kylee is socially bad integrated, unsporting and only interested in science. There points he has a great deal of expertise. The parents are worried because he has no friends, can feel little in others and often dreamy and "absent" acts. After a comprehensive diagnosis will be next to a very good talent an attention deficit disorder (ADD), colloquially the dreamer syndrome, and an Asperger syndrome (a form of autism).
Kylee receives a single psychotherapeutic treatment every week for two years. Here he learns, social signals - such. B. facial expressions and gestures - better to understand, to face new challenges and his thoughts less distracting. The parents begin in accompanying discussions too accept that he is happy even without friends. A medication with methylphenidate over the period of 13 to 16 helps him in the classroom being more focused, but as expected, has little influence on his oral work. At 16, Kylee has so many strategies to concentrate on working, learns that he no longer needs medication. His notes are very good, also thanks to the disadvantage compensation: The oral participation is hardly rated, instead he writes essays.
A crisis represents the time of oral speech. But the school management reacts very creatively and thoughtful. Kylee may practice the situation several times before teachers so that the attendees already have their extensive knowledge before the exam is known. He succeeds with intensive psychotherapeutic support, finally a very good school diploma A continuous child and adolescent psychiatrist up to the age of 21 help him, the first semester of his scientific studies and the coping well with the associated changes. He remains a loner but quickly finds two similarly assessed fellow students, with whom he forms a working group. Nevertheless, it remains important for Kylee to overcome sensory overload Protect and schedule enough breaks.
What good can do for you?
Do not always dissolve in adulthood all the difficulties and not always you have their strengths constantly in view. 1-Regulated daily structure and enough peace. People with ADHD or autism often revise, v. a. if they are from are enthusiastic about the activity. Leading not infrequently to excessive demands and burnout. Make sure you sleep well, in a sensible way daily rhythm life and become healthy feed. Beyond that on regular acoustic rest periods and enjoy the silence. 2-Breakfast Regular meals and above all a breakfasts are important. Plan then ten minutes to one look at the calendar and the activities of the day in her to absorb consciousness. 3-Do you dare no to say In everyday work, it is often not easy to demarcate. Do not be shy, no to say. "Thank you for your inquiry. I like to come back to this later. Currently, I still have something to worry about taking care of another, "would be an example. 4-Plan time Work with a calendar. You need to keep an eye on your weekly and monthly appointments. Sometimes succeeds with a paper calendar better. Plan smaller work phases and forget the breaks, not in between. 5-Media-free time Turn off your phone during the Work on mute and leave it in your bag. Only check twice-daily private mail. Use one conventional alarm clock and charge your cell phone at night outside the bedroom. 6-Sports and breaks Do sports several times a week. 30 minutes per unit are sufficient. Movement is often the key to a fundamental improvement of your condition. 7-The professional niche All people need niches, in which their strengths thrive and which do not weaken too much come. People with autism and ADHD are more extreme than others, they do not easily fit in structures on. Take enough time to find your professional niche - and do not leave it again lightly. 8-yes or no? Especially with autism, it often happens Misunderstandings. Colleagues who the undiplomatic, direct style and the withdrawal of autistic people not understand, you think overbearing and arrogant. This often leads to bullying and exclusion. 9-Be friendly to yourself! Sports and breaks with ADHD and ASD it is more difficult to find your way around life. Be patient and considerate yourself and reward yourself every now and then himself. Stay tuned bit by bit smaller the problems to be let. 10-What about the kids? If you have children who possibly because of the genetic component are also affected, so have a great chance! You know, how your kids "tick"! Be her companion. Do not be shy, dosed by your own experiences and difficulties to report, and support your child. Professionals are the experts for the topic, you are the expert for your child. 11-Professional help Get help from doctors and therapists. Also for your family is your ADHD and your ASS a challenge. Self-help groups can give many valuable hints.