Perspectives on ASD+ADHD Comorbity in Pre-K–12 Education: Prevalence and Teaching Preparedness
Disciplines
Special Education and Teaching | Teacher Education and Professional Development
Abstract (300 words maximum)
Given the growing number of students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), it is increasingly important to understand how teachers perceive and support students with these co-occurring conditions. ASD and ADHD share traits that often result in a comorbid diagnosis of ASD+ADHD. However, teachers' awareness and preparedness to support students with both conditions are not well understood. A total of 199 Pre-K–12 teachers participated, completing demographic surveys and measures assessing ASD- and ADHD-specific knowledge, neurodiversity attitudes, and overall teaching self-efficacy. Teachers were asked to estimate the prevalence of ASD+ADHD comorbidity and rate their preparedness to teach students with ASD-only, ADHD-only, and ASD+ADHD. Regression analyses explored predictors of these outcomes, including prior experience with neurodivergent students, sources of training (e.g., academic, workplace, personal), and disorder-specific knowledge. Results indicated that teachers underestimated the lifetime prevalence of ASD+ADHD, though their current estimates were more aligned with meta-analytic findings. Direct experience teaching comorbid students was positively associated with higher prevalence estimates, while greater ASD knowledge was linked to lower estimates. Teachers reported feeling less prepared to teach students with ASD+ADHD compared to those with ASD-only or ADHD-only. Preparedness was predicted by self-efficacy, neurodiversity attitudes, and professional training, but disorder-specific knowledge did not consistently predict preparedness across all conditions. These findings suggest that while personal experience and professional training enhance both awareness and preparedness, disorder-specific knowledge alone does not always translate to confidence in supporting students with co-occurring diagnoses. Implications for teacher training and the need for comorbidity-focused professional development are discussed.
Academic department under which the project should be listed
RCHSS - Psychological Science
Primary Investigator (PI) Name
Dr. Sidni Justus
Perspectives on ASD+ADHD Comorbity in Pre-K–12 Education: Prevalence and Teaching Preparedness
Given the growing number of students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), it is increasingly important to understand how teachers perceive and support students with these co-occurring conditions. ASD and ADHD share traits that often result in a comorbid diagnosis of ASD+ADHD. However, teachers' awareness and preparedness to support students with both conditions are not well understood. A total of 199 Pre-K–12 teachers participated, completing demographic surveys and measures assessing ASD- and ADHD-specific knowledge, neurodiversity attitudes, and overall teaching self-efficacy. Teachers were asked to estimate the prevalence of ASD+ADHD comorbidity and rate their preparedness to teach students with ASD-only, ADHD-only, and ASD+ADHD. Regression analyses explored predictors of these outcomes, including prior experience with neurodivergent students, sources of training (e.g., academic, workplace, personal), and disorder-specific knowledge. Results indicated that teachers underestimated the lifetime prevalence of ASD+ADHD, though their current estimates were more aligned with meta-analytic findings. Direct experience teaching comorbid students was positively associated with higher prevalence estimates, while greater ASD knowledge was linked to lower estimates. Teachers reported feeling less prepared to teach students with ASD+ADHD compared to those with ASD-only or ADHD-only. Preparedness was predicted by self-efficacy, neurodiversity attitudes, and professional training, but disorder-specific knowledge did not consistently predict preparedness across all conditions. These findings suggest that while personal experience and professional training enhance both awareness and preparedness, disorder-specific knowledge alone does not always translate to confidence in supporting students with co-occurring diagnoses. Implications for teacher training and the need for comorbidity-focused professional development are discussed.