Keywords
ASD
dyslexia
neuroatypicality
neurodiversity
dimensional diagnosis
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Abstract
The subject of the study is the co-occurrence of attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia as different manifestations of neuroatypicality, as well as the analysis of shared domains of cognitive and social functioning characteristic of these phenomena. Particular attention was paid to distinct cognitive strategies, specific sensory profiles, difficulties in attention regulation, and differences in emotional understanding and social functioning, which may occur in various configurations and with varying levels of intensity.
The aim of the study was to provide definitional clarification of the concepts of neuroatypicality and neurodiversity, as well as to identify shared characteristics of cognitive, sensory, and social functioning in individuals with ADHD, ASD, and dyslexia. An additional aim was to justify the need for the application of a dimensional diagnostic approach that takes into account the variability of symptoms and their co-occurrence across different developmental stages and social contexts.
The study employed an analysis of the literature on ADHD, ASD, and dyslexia, as well as an analysis of case studies of children with a neuroatypical profile. The research included observation of their cognitive, linguistic, and social functioning, with particular emphasis on behavioral regulation, attention control, and responses to sensory stimuli.
The results of the analyses indicate that ADHD, ASD, and dyslexia frequently co-occur, forming complex profiles of neuroatypical functioning of a dimensional nature. The dimensional approach enables more accurate recognition of individual developmental differences and more effective planning of diagnostic and therapeutic interventions tailored to the child’s needs, as well as to the variability of symptoms depending on the developmental stage and situational context.
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