ATTENTION DEFICIT HYPERACTIVITY DISORDERS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS: CHARACTERISTICS AND REASONS FOR VITAMIN-MINERAL INTERVENTION

Abstract

Introduction: This paper reviewed the meaning of attention deficit hyperactivity disorders (ADHD) as disorders characterized by a persistent pattern of inattention and/or hyperactivity and impulsivity that manifests in educational, occupational, or social settings, and autism spectrum disorders (ASD) as characterised by social dysfunction, communicative impairment, and restricted/repetitive behaviours. The questions for concern are related to what is the association between ADHD and ASD? What are the characteristic traits of both disorders? What are the reasons for vitamin-mineral intakes as a method of reducing the disorders?

Method: The paper addresses these questions by reviewing available research on issues pertaining to the meaning, increased prevalence and characteristics traits of both ADHD and autism spectrum disorder (ASD) of which the traits must meet about six or more criteria based on the Diagnostic and Statistical Manual  of Mental Disorders (DSM-V). It also addresses the plausible reasons why children with ADHD need more vitamin- minerals than the age-appropriate children.

Findings: Available  evidence  indicates that despite the lower quality of  life, general limitations and experts‟ increased interest in the management of ADHD and ASD, the review gave plausible reasons why children with ADHD need more vitamin-minerals than the age-appropriate children, which maybe are due to several theories and food allergies or poor eating habits.

Suggestions and Conclusion: The author defined the implications for classroom practice, in the direction that, vitamin - mineral intervention is presumed to improve ADHD with the aim that when the intervention is given, it helps to reactivate the cells and tissues, improving the brain cells and enhance learning, so that the child‟s eating habit is improved and will be able to benefit from class instructions.