Inclusive Summer Treatment Program for Children with Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

Rationale: Revisions in DSM-5 allow for a concurrent diagnosis of attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Both are clinically defined disorders with genetic contributors, overlapping symptoms, and impairments in behavioral and social functioning. Common treatment approaches based on principles of applied behavior analysis may be beneficial for both children with ADHD and ASD.

Objective: To examine the effectiveness of the Summer Treatment Program (STP) provided daily for 5 weeks for 6 hours per day in an inclusive environment for children with ADHD and ASD.

Methods: The STP model was extended to accommodate children with ASD and ADHD. Participants included 90 children ages 6-12 with a diagnosis of ADHD (N=31) and ASD (N=59). Clinical behavioral data were collected continuously across all activities. Daily totals for positive peer interactions and intentional aggression were calculated and examined over time.

Results: Children with ADHD increased in positive peer interactions (F(1, 570)=12.43, p<.001; R²=0.02) by 0.15 for each day of the program and decreased in intentional aggression (F(1, 570)=3.82, p=.05; R²=0.005) by 0.009 for each day of the program. Children with ASD increased in positive peer interactions (F(1, 1178)=27.19, p<.001; R²=0.022) by 0.15 for each day attending the program.

Conclusion: The STP model is effective in targeting behavioral and social impairments in children with ADHD and ASD. While behavioral contagion has historically been raised as a concern, carefully constructed environments with clear incentives for positive behavior and staff trained to limit reinforcement for negative behavior may mitigate this risk.