Autism and ADHD are both neurodevelopmental conditions, but they manifest in very different ways. Autism is characterized by differences in social communication, sensory processing, and behavior patterns, while ADHD is defined by persistent patterns of inattention, hyperactivity, and impulsivity.
Despite their differences, there is considerable overlap between the two. Many children meet the criteria for both diagnoses, which can sometimes make it hard to distinguish one from the other.
This is where behavioral assessments come in. They help professionals piece together the puzzle by collecting detailed information from multiple sources. Ultimately, the goal is to provide the child and their family with answers and a clear path forward.
Whether the child is experiencing challenges at school, at home, or in social settings, understanding the “why” behind these behaviors is essential for tailoring the right support strategies.
4 Key Components of Behavioral Assessments for Autism and ADHD
Although autism and ADHD are different diagnoses, the assessment process often overlaps. Professionals typically begin with a comprehensive developmental history, which includes early milestones, medical background, and the child’s behavior from infancy to the present. Parents or caregivers are usually the primary sources of this information.
That said, here are the key components of behavioral assessments designed for autism and ADHD.
Interviews and Questionnaires
Parents and teachers are usually asked to complete standardized questionnaires that assess a child’s behavior across a variety of settings. These forms are designed to identify patterns that are consistent with either autism or ADHD.
For example, a parent might be asked how often their child fidgets, interrupts others, avoids eye contact, or has difficulty following directions.
For autism assessments, tools like the Autism Diagnostic Interview-Revised (ADI-R) or the Social Communication Questionnaire (SCQ) might be used. For ADHD, rating scales such as the Conners Rating Scale or the Vanderbilt ADHD Diagnostic Rating Scale are commonly included.
Functional Behavior Assessment (FBA)
When specific problem behaviors are a concern, a Functional Behavior Assessment (FBA) might be conducted. This involves identifying the “function” of a behavior: what the child is trying to communicate or achieve through their actions.
For example, a child who throws a tantrum every time a preferred activity ends might be trying to avoid transitions, while a child who shouts in class may be seeking attention.
An FBA includes detailed observations, data collection, and interviews. The goal is to determine what triggers the behavior and what consequences reinforce it. This information is then used to develop a behavior intervention plan (BIP), which outlines strategies to reduce problem behaviors and teach more appropriate alternatives.
Direct Observations
One of the most critical elements of behavioral assessment is watching the child interact with others in real-life or structured situations. This might take place in a clinical setting, at school, or during play sessions. Observers look for specific behaviors, such as how the child handles transitions, responds to social cues, manages frustration, or maintains attention.
In some autism assessments, clinicians use the Autism Diagnostic Observation Schedule (ADOS), which involves a series of structured activities designed to elicit behaviors relevant to autism diagnosis. These activities allow professionals to assess social interaction, play, communication, and repetitive behaviors in a controlled setting.
Cognitive and Developmental Testing
Although not strictly part of a behavioral assessment, cognitive testing is often included to understand a child’s intellectual functioning and learning profile. This helps distinguish between attention issues caused by ADHD versus those that might result from learning disabilities or developmental delays.
Some children with autism or ADHD might have average or above-average intelligence, while others may need support in specific areas like working memory, processing speed, or verbal reasoning. Knowing this can significantly affect how interventions are designed and implemented.
The Role of Schools in Behavioral Assessment
Schools often play a key role in the behavioral assessment process. Teachers are typically the first to notice attention issues, social struggles, or disruptive behaviors. School psychologists and special education staff may conduct their own evaluations to determine if a child qualifies for services under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act.
Educational assessments focus on how behaviors impact learning. They may include classroom observations, academic testing, and reviews of the child’s performance over time.
While school assessments don’t provide a medical diagnosis, they can lead to the development of an Individualized Education Program (IEP) or a 504 Plan, which outlines the accommodations and support a child needs in the classroom.
The behavioral assessment process can be time-consuming and emotionally taxing for families, but it often provides a great sense of clarity. Once the assessment is complete, professionals typically meet with the family to discuss the results.
This feedback session should include a detailed explanation of the findings, the diagnosis (if any), and clear next steps.
These next steps might include:
- Referrals to speech or occupational therapy
- Behavior therapy, such as Applied Behavior Analysis (ABA)
- Parent training programs
- Medication management (typically for ADHD)
- Social skills groups
- Educational accommodations through IEPs or 504 Plans
To learn more about how specific behaviors—like repetitive hand movements—can signal developmental concerns, read our article “Does Rubbing Hands Indicate Autism in Children?” It offers a closer look at one of the many signs that may be explored during a behavioral assessment for autism and ADHD.
Final Thoughts
Every child has a unique set of strengths, challenges, and ways of navigating the world. Through careful observation, expert insight, and collaboration with families, behavioral assessments provide the foundation for meaningful support.
Whether a child is struggling with focus, emotional regulation, or social interaction, an assessment can offer the insight needed to move forward with confidence.
It’s the beginning of a journey toward better understanding, stronger relationships, and more effective learning. At Jade ABA Therapy, we’re proud to offer personalized autism services in Maryland that focus on meaningful progress and long-term growth. If you’re ready to take the next step, contact us today so we can walk you and your child every step of the way.
Sources:
- https://www.wpspublish.com/content/research-brief/asd-adhd-assessments
- https://www.urmc.rochester.edu/MediaLibraries/URMCMedia/strong-center-developmental-disabilities/documents/skirboll/Skirboll-Session-3-Bio-Behavioral-Assessment-and-Support-for-ADHD-in-Autism-Part-1-Shamlian-2022.pdf
- https://news.sanfordhealth.org/childrens/autism-and-adhd/
