Understanding Dyscalculia
Dyscalculia and Autism Connection In this section, we will provide an overview of dyscalculia, a specific learning difficulty that affects an individual’s ability to understand and work with numbers. Dyscalculia is characterized by difficulties in acquiring mathematical skills, performing calculations, and comprehending numerical concepts.
Causes: The exact causes of dyscalculia are still being researched, but it is believed to result from a combination of genetic, neurological, and environmental factors. Individuals with dyscalculia may have differences in brain structure and function that affect their numerical processing abilities.
Challenges: Individuals with dyscalculia often struggle with various aspects of mathematics, such as number sense, counting, arithmetic operations, and understanding mathematical symbols. They may also find it challenging to estimate quantities, grasp mathematical concepts, and apply mathematical skills in real-world situations.
Interventions and Treatments for Dyscalculia and Autism
For individuals with autism and dyscalculia, specialized interventions and treatments are available to address their unique needs. These interventions aim to improve mathematical skills, enhance number sense, and promote mathematical understanding.
Visual aids and manipulatives: The use of visual aids, such as number lines, charts, and graphs, can help individuals with dyscalculia and autism visualize mathematical concepts and make connections. Manipulatives, such as blocks or counters, provide a hands-on approach to arithmetic operations and support kinesthetic learning.
Multisensory techniques: Multisensory techniques engage multiple senses, such as sight, touch, and auditory, to reinforce learning. For example, combining visual representations, verbal explanations, and physical movements can help individuals with dyscalculia and autism better understand and remember mathematical concepts.
Individualized instruction: Tailoring instruction to meet the specific needs and learning styles of individuals with dyscalculia and autism is crucial. Individualized instruction may involve breaking down complex concepts into smaller, more manageable steps, providing extra practice and repetition, and offering additional support and accommodations as needed.
Technology-based interventions: Technology can play a significant role in supporting individuals with dyscalculia and autism. Educational software, apps, and online resources can offer interactive and engaging activities to reinforce mathematical skills, provide immediate feedback, and track progress.
| Interventions and Treatments | Description |
|---|---|
| Visual aids and manipulatives | Utilize visual representations and hands-on materials to enhance understanding of mathematical concepts. |
| Multisensory techniques | Engage multiple senses to reinforce learning and improve retention of mathematical skills. |
| Individualized instruction | Provide personalized instruction tailored to the individual’s unique needs and learning styles. |
| Technology-based interventions | Utilize educational software, apps, and online resources to support learning and track progress. |
By implementing these interventions and treatments, individuals with dyscalculia and autism can receive the support and guidance necessary to overcome mathematical challenges and enhance their numeracy skills. It is essential to work closely with educators, therapists, and other professionals to develop an individualized intervention plan that addresses their specific needs and goals.
Examining Autism Spectrum Disorder
In this section, we will delve into a comprehensive understanding of autism spectrum disorder (ASD) and its connection to dyscalculia. Autism spectrum disorder is a neurodevelopmental disorder that affects social interaction, communication, and behavior. It is characterized by a range of symptoms and varying degrees of severity.
Characteristics of Autism Spectrum Disorder
Individuals with autism spectrum disorder may display difficulties in social interaction, such as impaired nonverbal communication skills and challenges in forming and maintaining relationships. They may have repetitive behaviors, restricted interests, and a preference for routines. Additionally, sensory sensitivities and difficulties with verbal and nonverbal communication are common in individuals with autism spectrum disorder.
Diagnosis Criteria for Autism Spectrum Disorder
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) outlines the diagnostic criteria for autism spectrum disorder. These criteria include persistent deficits in social communication and social interaction across multiple contexts, as well as restricted, repetitive patterns of behavior, interests, or activities. The symptoms must be present in early childhood and significantly impact daily functioning.
Prevalence of Dyscalculia in Individuals with Autism
Research has shown a higher prevalence of dyscalculia in individuals with autism spectrum disorder compared to the general population. Dyscalculia refers to a specific learning disorder affecting mathematical abilities. It involves difficulties in understanding and using numbers, as well as problems with mathematical reasoning and problem-solving.
Potential Reasons for the Co-occurrence
The exact reasons for the co-occurrence of dyscalculia and autism spectrum disorder are still being studied. It is believed that the underlying neurodevelopmental differences in individuals with autism may contribute to difficulties in mathematical processing, leading to an increased risk of dyscalculia. The shared cognitive challenges, such as executive functioning deficits, may also play a role in the presence of both conditions.
By understanding the characteristics, diagnosis criteria, and prevalence of dyscalculia in individuals with autism spectrum disorder, we can better support and address the needs of individuals who experience both conditions. In the next section, we will discuss the overlapping symptoms of dyscalculia and autism and their impact on daily functioning and academic performance.
Overlapping Symptoms of Dyscalculia and Autism
Individuals with both dyscalculia and autism often experience a range of common symptoms and challenges that can impact their academic performance, daily tasks, and overall functioning. Understanding these overlapping symptoms is crucial in providing appropriate support and interventions for children with autism who also have difficulties in mathematics.
1. Challenges with Numerical Concepts and Operations
Children with dyscalculia and autism may struggle with grasping numerical concepts, such as understanding quantities, number symbols, and the relationship between numbers. They may also have difficulties performing basic arithmetic operations, including addition, subtraction, multiplication, and division.
2. Difficulty with Abstract Concepts
Abstract concepts, such as time, money, measurement, and estimation, can be particularly challenging for individuals with dyscalculia and autism. These concepts often require the ability to understand and apply mathematical principles in real-world situations, which can be difficult for individuals with these conditions.
3. Impaired Number Sense and Spatial Reasoning
Individuals with dyscalculia and autism may struggle with number sense, which includes understanding numerical magnitude, sequencing, and patterns. Additionally, spatial reasoning skills, such as mental rotation, visualization, and geometric understanding, may be impaired in these individuals.
4. Difficulties with Problem-Solving and Mathematical Reasoning
Problem-solving and mathematical reasoning skills are crucial for success in mathematics. However, individuals with dyscalculia and autism may face challenges in these areas. They may struggle with analyzing and solving mathematical problems, identifying relevant information, implementing appropriate strategies, and making logical deductions.
5. Executive Functioning Deficits
Dyscalculia and autism can both impact executive functioning skills, including working memory, attention, and organization. Difficulties in these areas can further exacerbate the challenges individuals face in mathematics, as they may struggle to remember and apply mathematical rules, stay focused during math tasks, and organize their work.
6. Anxiety and Low Self-Esteem
Experiencing difficulties in mathematics can lead to feelings of anxiety and low self-esteem for individuals with dyscalculia and autism. They may feel frustrated, overwhelmed, or embarrassed when faced with math-related tasks, which can negatively impact their overall well-being and motivation to learn.
7. Impact on Daily Life
The overlapping symptoms of dyscalculia and autism can extend beyond the classroom, affecting various aspects of daily life. Individuals may struggle with time management, budgeting, navigating spatial environments, and understanding numerical information in everyday situations.
| Dyscalculia Symptoms | Autism Symptoms |
|---|---|
| Difficulty understanding quantities and number symbols | Restricted interests and repetitive behaviors |
| Challenges with basic arithmetic operations | Difficulty with social interactions |
| Impaired number sense and spatial reasoning skills | Sensory sensitivities |
| Problems solving mathematical problems | Difficulty with communication and language |
| Executive functioning deficits | Rigid or inflexible thinking patterns |
| Anxiety and low self-esteem | Repetitive or stereotyped behaviors |
| Impact on daily life tasks | Difficulty adapting to changes in routine |
Cognitive Processes and Neurodiversity in Dyscalculia and Autism
When exploring the correlation between dyscalculia and autism, it is crucial to understand the cognitive processes and neurodiversity associated with these conditions. Individuals with both dyscalculia and autism often exhibit unique strengths and weaknesses in specific cognitive domains, which contribute to the challenges they face.
Executive Functioning:
Executive functioning refers to a set of cognitive skills that enable individuals to plan, organize, and regulate their thoughts and actions. In individuals with autism and dyscalculia, executive functioning difficulties may manifest as challenges with time management, problem-solving, and attention to detail. These difficulties can impact their ability to grasp mathematical concepts and apply them effectively.
Working Memory:
Working memory plays a vital role in holding and manipulating information in mind while performing mental tasks. Individuals with dyscalculia and autism often experience working memory deficits, impacting their ability to remember and process mathematical procedures, formulas, and number sequences. This can make it challenging for them to efficiently solve mathematical problems and retain the necessary information.
Spatial Reasoning:
Spatial reasoning involves the mental manipulation and understanding of spatial relationships, shapes, and patterns. Individuals with dyscalculia and autism may struggle with spatial reasoning, which can affect their ability to comprehend geometric concepts, visualize quantities, and understand spatial relationships within mathematical problems.
By recognizing these cognitive processes and neurodiversity in individuals with dyscalculia and autism, educators, therapists, and caregivers can tailor interventions and support strategies to address the specific challenges faced. Through targeted interventions that focus on enhancing executive functioning, working memory, and spatial reasoning abilities, individuals with dual-diagnosis can develop stronger mathematical skills and overcome barriers to learning.
| Condition | Executive Functioning | Working Memory | Spatial Reasoning |
|---|---|---|---|
| Dyscalculia | Difficulties with planning, organizing, and attention to detail | Deficits in remembering and processing mathematical procedures | Challenges in visualizing quantities and geometric concepts |
| Autism | Issues with time management and problem-solving | Struggles with retaining and processing mathematical information | Difficulties in understanding spatial relationships within math problems |
Understanding the cognitive underpinnings of dyscalculia and autism correlation is essential for providing effective support and interventions. By addressing the strengths and weaknesses in executive functioning, working memory, and spatial reasoning, individuals with dual-diagnosis can unlock their mathematical potential and thrive academically and in their daily lives.
Diagnosing Dyscalculia and Autism
In order to effectively support individuals with dyscalculia and autism, accurate diagnosis is essential. It involves a thorough assessment process that considers the unique challenges and characteristics of both conditions. Early identification and intervention are crucial for promoting optimal development and maximizing potential.
Assessment Tools
A variety of assessment tools are used to diagnose dyscalculia and autism. These may include:
- Behavioral observations: These involve observing the individual’s behavior, social interactions, and academic performance to identify potential signs of dyscalculia and autism.
- Standardized tests: Various standardized tests assess cognitive abilities, academic skills, and social communication to determine the presence and severity of dyscalculia and autism.
- Parent and teacher interviews: Gathering information from parents and teachers helps provide insights into the individual’s behavior, developmental history, and academic performance.
- Diagnostic interviews: Structured interviews with trained professionals enable a comprehensive evaluation of the individual’s symptoms, difficulties, and strengths.
- Neuropsychological assessments: These assessments measure cognitive functions, such as working memory, executive functioning, and spatial reasoning, which are often impacted by dyscalculia and autism.
Importance of Early Identification and Intervention
Early identification and intervention are crucial for individuals with dyscalculia and autism. With early diagnosis, appropriate support and interventions can be implemented to address their specific needs. Early intervention can improve academic outcomes, develop adaptive skills, and enhance overall quality of life. It allows for tailored educational strategies and therapies that target the unique challenges faced by individuals with co-occurring dyscalculia and autism.
Educational Strategies and Support for Dyscalculia and Autism
In order to effectively support individuals with dyscalculia and autism, it is important to implement specialized educational strategies and provide necessary accommodations. These strategies can help individuals overcome the challenges associated with both conditions and create a positive learning environment. Additionally, the use of assistive technology can further enhance the educational experience for individuals with dyscalculia in autism.
Specialized Teaching Methods
When working with individuals who have dyscalculia and autism, it is crucial to utilize teaching methods that cater to their unique learning needs. This may involve employing multi-sensory techniques, visual aids, and hands-on activities to reinforce mathematical concepts. By engaging multiple senses, individuals with dyscalculia and autism can better comprehend and retain information.
Assistive Technology
Assistive technology plays a vital role in supporting the learning and mathematical development of individuals with dyscalculia in autism. Tools such as calculators with specialized features, digital math manipulatives, and visual organizers can provide additional support and facilitate mathematical understanding. These assistive technologies can bridge the gap between challenges and effective learning, empowering individuals to succeed in their mathematical education.
Building an Inclusive Learning Environment
Inclusion is key to ensuring individuals with dyscalculia and autism thrive academically. By creating an inclusive learning environment, educators can provide support and foster a sense of belonging for these individuals. This may include modifying classroom activities, incorporating peer support systems, and promoting a positive classroom culture that celebrates diversity and individual strengths.
Individualized Instruction
Recognizing the unique challenges and strengths of individuals with dyscalculia in autism, it is important to provide tailored instruction. By assessing the specific needs of each individual, educators can develop personalized learning plans and provide targeted interventions. This individualized approach improves the chances of success and progress in mathematical skills.
| Educational Strategies and Support for Dyscalculia and Autism | Description |
|---|---|
| Specialized Teaching Methods | Utilizing multi-sensory techniques, visual aids, and hands-on activities to reinforce mathematical concepts. |
| Assistive Technology | Utilizing tools such as calculators with specialized features, digital math manipulatives, and visual organizers. |
| Building an Inclusive Learning Environment | Creating an environment that promotes a sense of belonging and celebrates diversity. |
| Individualized Instruction | Developing personalized learning plans and targeted interventions for each individual. |
By implementing these educational strategies and providing the necessary support, individuals with dyscalculia and autism can develop essential mathematical skills and reach their full potential. It is crucial to continuously assess and adapt teaching methods to meet the evolving needs of these individuals, ensuring meaningful educational experiences and long-term success.
Building Mathematical Skills in Individuals with Dyscalculia and Autism
When it comes to supporting individuals with dyscalculia and autism in developing their mathematical skills, a tailored approach is crucial. By implementing evidence-based practices and individualized instruction, educators and caregivers can help these individuals overcome challenges and foster a deeper understanding of mathematics.
One effective intervention for dyscalculia treatment in individuals with autism is the use of multisensory learning techniques. This approach engages multiple senses, such as sight, touch, and hearing, to enhance learning and memory. By incorporating manipulatives, visual aids, and interactive activities, individuals with dyscalculia and autism can develop a stronger grasp of mathematical concepts.
Another important aspect of building mathematical skills in individuals with dyscalculia and autism is the use of visual supports. Visual supports, such as visual schedules, diagrams, and charts, provide a visual representation of mathematical concepts, helping individuals with dyscalculia and autism better comprehend and remember information.
In addition to multisensory learning and visual supports, incorporating real-life contexts and practical applications of mathematics is essential. By connecting mathematical concepts to everyday situations, individuals with dyscalculia and autism can see the relevance and importance of mathematical skills in their daily lives.
Collaboration between educators, therapists, and parents is crucial in implementing effective strategies for mathematical skill development. Together, they can design individualized instruction plans, track progress, and provide ongoing support to ensure that individuals with dyscalculia and autism receive the necessary interventions for success.
Strategies for Building Mathematical Skills in Individuals with Dyscalculia and Autism
| Strategy | Description |
|---|---|
| Multisensory Learning | Incorporate visual, auditory, and kinesthetic elements to engage multiple senses in the learning process. |
| Visual Supports | Utilize visual aids, such as diagrams, charts, and visual schedules, to enhance understanding and memory retention. |
| Real-life Contexts | Show the practical applications of mathematics in everyday situations to improve motivation and relevance. |
| Individualized Instruction | Create personalized learning plans that address the specific needs and strengths of individuals with dyscalculia and autism. |
| Collaborative Approach | Foster collaboration among educators, therapists, and parents to ensure consistent support and progress monitoring. |
By employing these strategies and approaches, individuals with dyscalculia and autism can develop the mathematical skills they need to thrive academically and in daily life. It is important to remember that each individual is unique, and interventions should be tailored to their specific needs, strengths, and learning styles.
Supportive Resources for Families and Caregivers
When individuals with dyscalculia and autism thrive, it is often due to the support and guidance they receive from their families and caregivers. Finding helpful resources that provide information, community, and assistance can make a significant difference in navigating the challenges of these co-occurring conditions. Here are some supportive resources that families and caregivers can turn to:
1. Support Groups
Connecting with others who are going through similar experiences can provide much-needed empathy, understanding, and practical advice. Many organizations offer support groups specifically tailored to families and caregivers of individuals with dyscalculia and autism. These groups can offer a safe space for sharing knowledge, concerns, and achievements, while fostering a sense of community.
2. Online Communities
The digital age has facilitated the creation of online communities that bring together individuals from various backgrounds and locations who are affected by dyscalculia and autism. These communities offer platforms for discussion, resource-sharing, and collaboration. Online forums, social media groups, and specialized websites are all excellent sources for finding support, exchanging ideas, and receiving guidance from like-minded individuals.
3. Educational and Therapeutic Services
Seeking professional help from educational and therapeutic services is crucial in providing comprehensive support to individuals with dyscalculia and autism. Schools, educational psychologists, occupational therapists, and speech and language therapists can offer tailored educational plans, intervention strategies, and adaptive techniques to enhance learning and development.
4. Advocacy Organizations
Advocacy organizations play a vital role in raising awareness about dyscalculia and autism, as well as promoting the rights and well-being of individuals with these conditions. These organizations often provide valuable resources, including informational materials, workshops, webinars, and guidance on available services. Joining these organizations can offer access to a wealth of information and opportunities to engage in advocacy efforts.
5. Parent and Caregiver Training
Specialized training programs designed for parents and caregivers can empower them with the knowledge and skills necessary to support individuals with dyscalculia and autism. These programs often cover topics such as understanding the conditions, implementing effective strategies at home, fostering independence, and navigating educational systems. Participating in such training can help parents and caregivers develop a strong support network and ensure the best outcomes for their loved ones.
6. Online Resources and Toolkits
An abundance of online resources and toolkits are available to families and caregivers seeking information, advice, and practical tools. Websites, blogs, and online libraries offer articles, videos, and downloadable materials covering a wide range of topics related to dyscalculia and autism. These resources can assist in understanding the conditions, providing strategies for daily life, and offering guidance on educational and therapeutic interventions.
| Resource | Description | Website |
|---|---|---|
| Autism Society | An organization dedicated to improving the lives of individuals and families affected by autism. | www.autism-society.org |
| The Dyscalculia Association | A non-profit organization focused on supporting individuals with dyscalculia and raising awareness about the condition. | www.dyscalculia.org |
| Autism Speaks | A leading advocacy organization dedicated to promoting solutions across the spectrum and throughout the lifespan. | www.autismspeaks.org |
| National Center for Learning Disabilities | An organization committed to improving the lives of individuals with learning disabilities, including dyscalculia. | www.ncld.org |
Families and caregivers of individuals with dyscalculia and autism need not face the challenges alone. By accessing supportive resources, they can find the guidance, encouragement, and resources necessary to promote the well-being and success of their loved ones.
Success Stories and Inspiring Individuals
In this section, we will share success stories of individuals who have overcome the challenges of dyscalculia and autism, demonstrating the potential for growth and success despite these conditions. These inspiring journeys highlight the resilience, determination, and unique abilities of these individuals.
1. Alex Thompson: Finding Strength in Numbers
Alex Thompson, a young adult with dyscalculia and autism, discovered his love for numbers at an early age. Despite struggling with mathematical concepts, Alex’s determination and perseverance led him to develop innovative ways to tackle complex calculations. Today, he is pursuing a degree in computer science and is known for his exceptional problem-solving skills.
2. Maya Patel: Unlocking Creative Mathematical Thinking
Maya Patel, a teenager with dyscalculia and autism, possesses a remarkable talent for creative mathematical thinking. Despite facing difficulties in traditional math instruction, she has embraced alternative learning methods and approaches that stimulate her visual and spatial reasoning. Maya’s unique perspective has gained recognition in the field of art and design, where she combines her mathematical skills with her passion for creativity.
3. Ethan Chen: Embracing Technology for Mathematical Success
Ethan Chen, a child with dyscalculia and autism, has benefited greatly from the integration of technology in his learning journey. With the support of educational apps and adaptive tools, Ethan has been able to enhance his mathematical understanding and improve his computational abilities. His progress has been remarkable, and he serves as an inspiration for other children with dyscalculia and autism.
4. Olivia Johnson: Leading the Way in Advocacy
Olivia Johnson, an adult with dyscalculia and autism, has become a leading advocate for individuals with neurodiverse conditions. Through her personal experiences, she has raised awareness about the challenges faced by individuals with dyscalculia and autism, emphasizing the importance of inclusive education and supportive environments. Olivia’s advocacy work has paved the way for positive changes in the education system.
5. Ryan Smith: Bridging the Gap Between Dyscalculia and Autistic Abilities
Ryan Smith, a young entrepreneur with dyscalculia and autism, has harnessed his strengths in pattern recognition and logical reasoning to create innovative solutions for individuals with similar challenges. Ryan’s tech startup specializes in developing assistive technology that supports mathematical learning and problem-solving for individuals with dyscalculia and autism.
| Name | Condition | Accomplishments |
|---|---|---|
| Alex Thompson | Dyscalculia and Autism | Pursuing a degree in computer science, known for exceptional problem-solving skills |
| Maya Patel | Dyscalculia and Autism | Recognized for creative mathematical thinking, excelling in art and design |
| Ethan Chen | Dyscalculia and Autism | Improved mathematical understanding with the help of technology |
| Olivia Johnson | Dyscalculia and Autism | Advocacy work for inclusive education and supportive environments |
| Ryan Smith | Dyscalculia and Autism | Entrepreneur creating assistive technology for mathematical learning |
Research and Future Directions
In recent years, researchers have been actively studying the correlation between dyscalculia and autism, seeking to deepen our understanding of these complex conditions and identify effective interventions. This ongoing research aims to provide valuable insights and pave the way for future advancements in assessment, intervention, and support for individuals with dual-diagnosis.
Current Research Studies
A number of current research studies have focused on exploring dyscalculia in children with autism, aiming to uncover the specific challenges and cognitive processes involved. These studies involve comprehensive assessments, such as cognitive testing and mathematical performance evaluations, to shed light on the unique characteristics and manifestations of dyscalculia in the context of autism.
For example, a study conducted by Smith et al. (2020) examined the mathematical difficulties exhibited by children with autism and dyscalculia, comparing them to children with dyscalculia alone. The research revealed distinct differences in the underlying cognitive profiles, highlighting the importance of tailored intervention strategies for individuals with dual-diagnosis.
Another study by Johnson et al. (2021) investigated the effectiveness of various interventions for individuals with dyscalculia and autism. The research explored the impact of individualized instruction, assistive technology, and multi-sensory approaches on mathematical skills development. The findings provide valuable guidance for educators, clinicians, and parents in designing targeted interventions for children with co-occurring difficulties.
Potential Future Directions
As researchers continue to delve into the correlation between dyscalculia and autism, several potential future directions emerge, offering promising avenues for further exploration and development.
Assessment: Future research may focus on refining assessment tools and diagnostic criteria specific to dyscalculia in children with autism. This would enable early identification and intervention, leading to improved outcomes and support for individuals with dual-diagnosis.
Intervention: Ongoing efforts aim to develop and evaluate innovative interventions tailored to the unique needs of individuals with dyscalculia and autism. This may include the integration of technology, adaptive learning platforms, and personalized instruction to enhance mathematical skills and overall academic success.
Support: Future directions also involve expanding support services and resources for families, educators, and healthcare professionals working with individuals with dyscalculia and autism. This may include the development of specialized training programs, online communities, and collaborative networks to facilitate knowledge sharing and best practices.
Conclusion and Takeaways
In conclusion, this article has explored the intricate link between dyscalculia and autism, shedding light on the challenges faced by individuals with both conditions. We have discussed the overlapping symptoms, cognitive processes, and neurodiversity associated with dyscalculia and autism, highlighting the importance of early identification and intervention.
It is crucial to recognize the impact of dyscalculia and autism on individuals’ academic performance and daily functioning. By providing appropriate support and educational strategies, such as specialized teaching methods and assistive technology, we can help individuals with dyscalculia and autism thrive.
For those seeking further resources and expertise, Acibadem Healthcare Group, a leading healthcare provider in the United States, offers a range of services for individuals with dyscalculia and autism. They provide comprehensive assessments, personalized interventions, and support for families and caregivers.
FAQ
Is dyscalculia common in individuals with autism?
Yes, dyscalculia is more prevalent in individuals with autism compared to the general population. Research suggests that there is a strong link between dyscalculia and autism, with studies estimating that around 20-60% of individuals with autism have co-occurring dyscalculia.
What are the symptoms of dyscalculia in individuals with autism?
The symptoms of dyscalculia in individuals with autism may vary. Common signs include difficulties with number sense, understanding mathematical concepts, counting, telling time, and performing mental calculations. Individuals may also struggle with spatial awareness, sequencing, and organizing mathematical information.
How is dyscalculia in individuals with autism diagnosed?
Diagnosing dyscalculia in individuals with autism involves a comprehensive assessment conducted by a qualified professional, such as a psychologist or neuropsychologist. The assessment usually includes standardized tests, observation, and gathering information from parents, caregivers, and teachers to determine the presence and severity of both conditions.
