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Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Taste Buds and Receptors01:20

Taste Buds and Receptors

Gustation, or the sense of taste, is intrinsically linked to the anatomical structures located on the tongue. This organ's surface, along with the entirety of the oral cavity, is adorned with stratified squamous epithelium. Evident on the tongue are elevated structures known as papillae (singular = papilla), which house the mechanisms for the transduction of gustatory stimuli. Four distinct types of papillae exist, each identified by their unique morphological attributes: the circumvallate,...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

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Related Experiment Video

Updated: May 14, 2026

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

ADHD and sensory processing disorders: placing the diagnostic issues in context.

Leonard F Koziol1, Deborah Budding

  • 1lfkoziol@aol.com

Applied Neuropsychology. Child
|February 23, 2013
PubMed
Summary

Attention-deficit hyperactivity disorder (ADHD) and sensory processing disorders often co-occur. This review suggests studying sensory processing disorder symptoms dimensionally, similar to ADHD research, to better understand neuroanatomical underpinnings.

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Area of Science:

  • Neuroscience
  • Psychiatry
  • Developmental Pediatrics

Background:

  • Attention-deficit hyperactivity disorder (ADHD) and sensory processing disorders (SPDs) are behaviorally defined conditions with frequent co-occurrence.
  • Both diagnoses face challenges due to categorical diagnostic limitations.
  • ADHD symptoms are increasingly understood as arising from large-scale brain network abnormalities.

Purpose of the Study:

  • To review sensory processing disorder as a categorical diagnosis.
  • To explore potential neuroanatomical links between ADHD and SPD symptoms.
  • To advocate for a dimensional research framework for SPD symptoms.

Main Methods:

  • Literature review of ADHD neuroanatomy and SPD diagnostic approaches.
  • Discussion of categorical versus dimensional diagnostic frameworks.
  • Synthesis of existing research on brain networks and sensory processing.

Main Results:

  • Categorical diagnoses for ADHD and SPD may obscure underlying neurobiological heterogeneity.
  • Neuroanatomical evidence strongly supports network-based abnormalities in ADHD.
  • A neuroanatomical substrate for SPD remains largely unestablished.

Conclusions:

  • Sensory processing disorder symptoms warrant investigation within a dimensional framework, such as the Research Domain Criteria (RDoC).
  • This approach may facilitate the identification of shared neurobiological mechanisms with ADHD.
  • Moving beyond categorical diagnoses is crucial for advancing understanding and treatment of these conditions.