Understanding Co-Occurring Diagnoses with Autism

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects how a person communicates, interacts socially, and processes the world around them. Autism is often diagnosed with other neurodevelopmental conditions, and many individuals with autism also have one or more co-occurring diagnoses. Recognizing and understanding these overlapping conditions is key to providing the right support and care.

What Are Co-Occurring Diagnoses?

Co-occurring diagnoses are additional conditions present alongside autism, affecting mood, learning, behavior, or physical health. While not every individual with autism will have them, they’re common and identifying them helps families and professionals create more effective treatment plans.

Families can explore resources from trusted organizations like the Autism Research Institute, which explains how co-occurring conditions often overlap with autism, the Child Mind Institute, which highlights how these conditions affect daily life, and the Autism Society, which provides guidance on diagnosis and treatment. The Children’s Hospital of Philadelphia (CHOP), also offers information and insights about medical conditions that commonly overlap with autism.

Common Co-Occurring Conditions with Autism

These are some of the most common conditions that can occur alongside autism and their possible symptoms. Symptoms can look different in each child with autism.

1. ADHD (Attention-Deficit/Hyperactivity Disorder) – Many children with autism also meet criteria for ADHD, which involves challenges with attention, impulse control, or hyperactivity. Since both conditions share traits like difficulties with executive functioning, careful evaluation is important to select the right treatment strategies. For parents seeking guidance, CHADD offers resources tailored to families living with both ADHD and autism.
2. Anxiety Disorders – Anxiety frequently co-occurs with autism, appearing as social anxiety, obsessive thinking, or specific phobias. For many individuals, unpredictable social situations or sensory environments can trigger anxiety, impacting sleep, behavior, or daily functioning.
3. Sensory Processing Differences – Sensory processing challenges can cause a person to be over- or under-responsive to input like lights, sounds, or touch, which may lead to meltdowns, withdrawal, or difficulty participating in certain environments.
4. Learning Disabilities – Some individuals with autism may have specific learning disabilities in areas like reading (dyslexia), writing (dysgraphia), or math (dyscalculia). Others may have intellectual disabilities. Understanding a person’s learning profile through assessments is important for building effective educational and therapeutic plans. The Learning Disabilities Association of America (LDA) provides accessible parent guides that explain common learning challenges and ways to support children at home and in school.
5. Speech and Language Disorders – While many individuals with autism have speech or language delays, some also have co-occurring language disorders, such as expressive or receptive language difficulties, or apraxia of speech. These conditions can affect a child’s ability to communicate effectively and may require targeted speech therapy interventions. Speech and Language Kids offers family-friendly strategies and tools such as Augmentative and Alternative Communication (AAC) device guides. In addition, Out of Your Ordinary shares approachable articles about speech and language development in autistic children.
6. Epilepsy or Seizure Disorders – Research shows that epilepsy is more common in individuals with autism than in the general population. Seizures may begin in childhood or adolescence, and regular monitoring is important if there are any signs of unusual motor movements, spacing out, or regression in skills.

How ABA Teams Work with Other Therapists

Supporting a child with autism and co-occurring diagnoses often requires teamwork across disciplines:

• With Speech Therapists: ABA teams can reinforce communication goals, like practicing conversational turn-taking or using picture exchange systems.
• With Occupational Therapists: If a child has sensory needs, ABA providers may build sensory breaks into behavior support plans.
• With Mental Health Professionals: For children with anxiety, ABA strategies can align with coping tools taught by a psychologist, ensuring consistency across settings.
• With Educators: ABA teams often collaborate with teachers so classroom accommodations reflect both autism and co-occurring needs.

This collaboration helps children receive consistent, comprehensive support.

Why Co-Occurring Diagnoses Matter

Each diagnosis shapes how a person experiences the world and responds to interventions. A child with autism and ADHD may need different support than a child with autism and anxiety. Comprehensive evaluations give families and care teams a clearer picture, ensuring support meets each child’s unique needs.

You’re Not Alone

Multiple diagnoses don’t define your child—they simply provide more information to help them succeed. With the right support, children can build on strengths, learn new skills, and thrive at home, in school, and in the community.

Supporting the Whole Child

At Kyo, we understand that every child is unique. We work closely with families and other licensed clinicians to address co-occurring needs through personalized plans that support communication, learning, and behavior. Whether a child is navigating multiple diagnoses or is in the evaluation process, our goal is to help them flourish in all areas of life.

References

1. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).
2. Leyfer, O. T., et al. (2006). Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of Autism and Developmental Disorders, 36(7), 849–861.
3. Simonoff, E., et al. (2008). Psychiatric disorders in children with autism spectrum disorders: Prevalence, comorbidity, and associated factors. Journal of the American Academy of Child & Adolescent Psychiatry, 47(8), 921–929.
4. Baio, J., et al. (2018). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States. MMWR Surveillance Summaries, 67(6), 1–23.
5. Tuchman, R., & Rapin, I. (2002). Epilepsy in autism. The Lancet Neurology, 1(6), 352–358.