• Conduct an assessment of learners exhibiting manifestations of ASD and ADHD;
• Carry out an interpretation of the findings resulting from the assessment and identify appropriate strategies;
• Support the diagnosed ASD/ADHD child or adolescent through intervention strategies to facilitate them in their learning;
• Develop a research-based approach to address potential difficulties and weaknesses that learners daignosed with ASD and ADHD;
• Interpret assessment data and findings and work on a diagnosis and intervention plan.

• Define the manifestations symptoms of ADHD and ASD as per the Diagnostic and Statistical Manual of Mental Disorders/International Classification of Diseases;
• Identify various testing tools used to diagnose ASD and ADHD;
• Identify differential diagnosis to identify and differentiate ADHD, ASD and other behavioural difficulties/disorders;
• Outline the use of various assessment tools used to diagnose ASD and ADHD;
• Acquire and develop knowledge to integrate the assessment findings in order to give a diagnosis;
• Acquire and develop knowledge to identify strategies to support the learner.

• administer different assessment tools in order to assess manfistations symptoms of ASD and ADHD;
• Interpret different assessment finidngs following the assessment adminstration of tests used for a diagnosis of ASD and ADHD;
• Apply theoretical research to understand different diagnosis related to ASD and ADHD;
• Integrate findings from various assessment tools such as from interviews, observations and standardised tools in order to diagnose the neurological disorder;
• Evaluate different intervention strategies to support the learner.

This module will be assessed through: Assignment and Presentation.

Core Reading List

1. Barkler, R.A (2015). Attention Defiict Hyperactivity Disorder: A Handbook for Diagnosis & Treatment 4^th Guilford Press: USA
2. Sattler, J., & Hodge R. (2006). Assessment of children: Behavioural, Social and Clinical Foundations. 6^th San Diego, CA: Jerome M. Sattler, Inc.
3. Wenard C., Kerig, P., & Ludlow, A. (2012). Developmental Psychopathology. McGraw-Hill Publishing Company.
4. Skuse D., Bruce, H., & Dowdney L., (2017). Child psychology and psychiatry.. Wiley & Sons.

1. Garland, T. (2014). Self Regulation Interventions and Strategies: Keeping the Body, Mind, and Emotions on Task in Children with ASD, ADHD or Sensory Disorders.. USA: PESI Publishing and Media.
2. The Diagnostic and Statistical Manual of Mental Disorders. APA (latest edition)
3. The International Classification of Diseases. WHO (latest edition).
4. The Technical and Administration Manual of the tests used to assess ASD and ADHD that will be covered in this module.

Supplementary Reading List

1. Shephard, E. (2019). Early developmental pathways to childhood symptoms of attention-deficit hyperactivity disorder, anxiety and autism spectrum disorder. Journal of child psychology and psychiatry Vol.60 (9).
2. Sokolova, E., Oerlemans, A.M, Rommelse, N.N., Hartman, C. (2017). A Causal and Mediation Analysis of the Comorbidity Between Attention Deficit Hyperactivity Disorder and Autism. Journal of Autism and Developmental Disorders; Vol. 47(6).
3. Barkley R. (2016). Managing ADHD in Schools : The Best Evidence-Based Methods for Teachers. PESI Illustrated Edition.
4. Weyandt, L. L., & Gudmundsdottir, B. G. (2015). Developmental and neuropsychological deficits in children with ADHD. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment(pp. 116–139). The Guilford Press.
5. Martin A., Bloch, M.H., Volkmar, F.R (Eds.) (2018) Lewis’s Child and Adolescent Psychiatry: A Comprehensive Textbook (5^th). Wolters Kluver.
6. NICE Guidelines for ASD and ADHD. Accessible from https://www.nice.org.uk/guidance/
7. Parker, I., Geogarca, E., Harper, D., McLaughlin, T., & Stowell-Smith, M. (1996). Deconstructing Psychopathology. UK: Sage Publications.