School dysfunction in youth with autistic spectrum disorder in Taiwan: The effect of subtype and ADHD

This study investigated school functions in youths with ASD in Taiwan, stratified by personal characteristics including demographics, ASD subtypes, intelligence profiles, and the presence of attention‐deficit hyperactivity disorder (ADHD). We recruited 160 youths (aged 6–18 years, 87.5% boys) with a clinical diagnosis of ASD and 160 age and gender‐matched typically developing (TD) youths. Their parents received a semi‐structured psychiatric interview for their ASD and ADHD diagnoses and reported their school functions. Youths with ASD were further grouped into low‐functioning autism (LFA, ASD with intellectual disability and developmental language delay, n = 44), high‐functioning autism (HFA, ASD with no intellectual disability, n = 55) and Asperger's syndrome (AS, ASD with neither language delay nor intellectual disability, n = 61). Compared to TD, ASD had worse school functions in the domains of academic performance, attitude toward schoolwork, social interaction, and behavioral problems except for no academic differences from TD in HFA and ASD without ADHD. Subgroup analysis revealed that HFA and AS had better academic performance but showed worse attitude toward school than LFA. Comorbidity of ADHD negatively impacted all domains of school functions. Besides autistic and ADHD symptoms, oppositional symptoms, lower intelligence, older age, and female gender in youths also predicted school dysfunction. Although youths with ASD have school dysfunction...
Source: Autism Research - Category: Psychiatry Authors: Tags: Research Article Source Type: research