Coexistence Between Autism Spectrum Disorder and Dyslexia: Prevalence and Intervention Strategies

Analí Naranjo García, child neuropsychologist, presents in this article the coexistence between autism and dyslexia in children, examining the comorbidity characteristics between the two and the intervention and cognitive rehabilitation strategies that can be applied in these cases.

The coexistence between the autism spectrum condition and dyslexia represents a significant challenge in the field of mental health and child education. The prevalence of these neurodevelopmental disorders in children has generated a growing need to understand their comorbidity and to develop effective approaches for their diagnosis and treatment.

When we talk about coexistence, we mean different distinct conditions prevailing at the same time in the same individual. As we know, the autism spectrum condition is accompanied by a variety of cognitive processing and mental health problems; regarding the topic at hand, dyslexia, it is not one of the most studied conditions within autism.

Prevalence of dyslexia in children with autism

It is estimated that between 20% and 30% of children with autism spectrum disorder (ASD) also present reading difficulties associated with dyslexia, indicating a significantly higher rate of coexistence compared to the general population. This interaction can complicate diagnosis, as the symptoms of both conditions can overlap.

Early and accurate identification of each condition is crucial to implement personalized intervention strategies.

The presence of learning difficulties in children and adolescents with autism significantly affects the school stage, also having repercussions on their self-esteem and interpersonal relationships.

Intervention approaches for children with autism and dyslexia

Addressing dyslexia in children with autism spectrum disorder (ASD) requires a multidisciplinary approach that considers each child’s unique characteristics. It is essential to adapt educational strategies to address both learning difficulties and the social and communicative challenges associated with autism.

Interventions may include:

• Multisensory teaching methods: Incorporating different sensory modalities into reading instruction can be especially beneficial for children who present learning difficulties.
• Understanding the child’s learning method: Understanding, through a child neuropsychological assessment, how each child’s memory, attention, and visuospatial skills work will make the prepared material useful for the person.
• Curricular adaptations: Providing adapted educational material that is accessible and relevant to each child.
• Emotional and social support: Fostering a safe environment that promotes the self-esteem and social interaction of children with autism and dyslexia.

These intervention strategies should be individualized. Programs that integrate autism intervention techniques with reading instruction strategies have shown positive results.

This includes the use of:

• Psychological therapy focused on emotional self-awareness and social skills, in order to address challenging behaviors and improve interpersonal skills.
• Psychopedagogical sessions focused on developing phonological awareness, syllable segmentation, memorization of patterns, describing objects, and word recognition.
• Training in executive functions to help children improve their attention, organization, and planning.
• Cognitive rehabilitation to foster the development of coping strategies to manage frustration and anxiety associated with learning.

Executive functions and their impact on learning

Executive functions are essential for learning and behavior. In children with autism spectrum disorder (ASD) and dyslexia, these functions may be compromised, making emotional regulation and impulse control difficult.

Specific assessments of these functions can guide intervention, allowing professionals to design strategies that strengthen skills such as:

• Working memory: Fundamental for reading comprehension and information retention.
• Inhibitory control: Important for managing distractions and maintaining attention on reading tasks.
• Cognitive flexibility: Facilitates perspective taking and solving unexpected conflicts.

Impact of autism and dyslexia on children’s mental health

The coexistence of autism spectrum disorder and dyslexia in children can have a significant impact on their mental health. These disorders, each with their own challenges, interact in ways that can intensify the emotional and psychological difficulties children face.

The main repercussions include:

Anxiety and depression

Children with autism spectrum disorder (ASD) and dyslexia are more likely to experience high levels of anxiety and depressive symptoms. The communication and social skills difficulties characteristic of autism are exacerbated by the academic struggles related to dyslexia. This can lead to feelings of frustration and hopelessness, affecting their self-esteem and emotional well-being.

Low self-esteem and sense of failure

The combination of learning and social interaction challenges can result in low self-esteem. If children with autism may already feel different from their peers, reading problems are an additional component that can make them feel even more isolated. The feeling of not meeting expectations, both academic and social, can reinforce the perception of personal failure.

Difficulties in emotional regulation

Emotional regulation problems are common in children on the autism spectrum, and the presence of dyslexia can further complicate this situation. The inability to understand and manage emotions can result in temper outbursts, challenging behaviors, or episodes of melancholy. These difficulties can interfere with interpersonal relationships and school performance, perpetuating a negative cycle.

Behavior problems 

Accumulated frustration and difficulty communicating their needs can lead to behavior problems. Children may often display challenging behaviors as a way to express their distress or their inability to handle social situations. This can result in increased intervention from educators and mental health professionals, often without addressing the emotional roots of the behavior.

Impact on the family environment 

The emotional burden these children face can also affect their families. Parents and caregivers may feel overwhelmed when dealing with the complexities of both disorders. This situation can create family tensions, stress, and constant worry, affecting family dynamics and overall well-being.

Early intervention and comprehensive support for children with autism and dyslexia

It is essential that children with autism spectrum disorder and dyslexia receive early intervention and comprehensive support that addresses both their learning difficulties and their emotional needs.

Cognitive therapy programs, behavioral interventions, and emotional support can help mitigate the negative repercussions on mental health. Likewise, fostering an inclusive and understanding environment at home and at school is essential to improve their quality of life.

Cognitive rehabilitation in children with autism and dyslexia

Pediatric neurorehabilitation offers an innovative approach to address the comorbidity of autism and dyslexia. Through techniques based on neuroplasticity and cognitive stimulation it is possible to help these children develop new skills and compensate for existing difficulties.

Occupational therapies and cognitive stimulation programs have shown promising results in improving functional and learning abilities.

Conclusion

The coexistence of autism and dyslexia presents unique challenges that require a comprehensive and personalized approach to diagnosis and intervention. Implementing cognitive rehabilitation strategies and early support programs can significantly improve the quality of life and academic performance of affected children.

Ongoing research is essential to optimize therapeutic approaches and provide the necessary support to this vulnerable population.

Bibliography

• Cruz, A. A. (2019). “Autism spectrum disorder and dyslexia: A therapeutic approach”. Revista de Terapia Cognitiva y Comportamental, 12(3), 201-215.
• García, A., & Ocampo, R. (2014): Learning disorders and autism spectrum disorders: A review. Revista de Psicología, 32(2), 145-160.
• Pérez, M. C., & López, S. (2018). Mental health and learning disorders in childhood: A comprehensive approach. Editorial Médica Panamericana.
• Sánchez, L. R. (2020). “Comorbidity between autism spectrum disorder and dyslexia: Implications for intervention”. Psicología y Educación, 5(1), 29-40.
• Vázquez, P. A., & Morales, J. (2017). “Emotional impact of learning difficulties in children with autism”.

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“This article has been translated. Link to the original article in Spanish:”
Coexistencia entre la condición del espectro autista y la dislexia: prevalencia y estrategias de intervención