Communication issues in co-occurring ADHD and autism spectrum disorders. Evaluative approaches and targeted interventions: mini review

Purpose:
This mini-review presents strategies for assessing and treating communication difficulties in individuals with comorbid attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Standardized assessments such as the Clini­cal Evaluation of Language Fundamentals and the Test of Language Development provide quantitative insights, while pragmatic tools, such as the Pragmatic Language Skills Inventory and the Social Communication Questionnaire provide qualitative measures of social communication skills. A comprehensive assessment also integrates clinical interviews, multi-contextual observations.

Views:
A multifaceted approach tailored to individual needs is required to effectively treat communication difficulties. Evidence suggests benefits from social skills training, structured group therapy sessions, and speech and language therapy focusing on expressive, receptive, and pragmatic language skills. Augmentative and alternative communication systems provide support for individuals with limited verbal skills. In addition, the development of supportive academic frameworks, such as Individualized Education Programs or Individualized Accommodation Plans, involves environmental modifications and collaborative educational planning including psychologists, educators, and families.

Conclusions:
Comorbid ADHD and ASD significantly impair communication, necessitating precise evaluation and multimodal interventions such as social skills training and augmentative and alternative communication tools. Collaborative, evidence-based approaches enhance functional outcomes and quality of life in affected individuals.