There remains a dearth of literature that explains with no ambiguity, the complex relationships that exist between adverse childhood experiences (ACEs) and resilience, as well as school engagement and school in individuals with a co-occurring diagnosis of autism spectrum disorder (ASD) and attention deficit hyperactive disorder (ADHD). This study seeks to fill this missing gap in the literature. These research questions were answered using a retrospective cross-sectional study design of national secondary data from the National Survey of Children's Health (NSCH). The findings revealed that the more ACEs an individual had, the less they were likely to engage and succeed in school. A similar finding was obtained for resilience as individuals with more ACEs showed less resilience. However, counterintuitively to the hypothesis of the project, having both ASD and ADHD does not necessarily make these outcomes worse compared to having a singular diagnosis of either ASD or ADHD. The significance of this study is that it informs rehabilitation counselors as well as educators on the need for early identification of individuals with ASD and ADHD with a background of ACEs and commence interventions early enough to ensure they are more resilient and obtain improved success in school-related activities as well outside school activities and eventually improved quality of life.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1833557 |
| Date | 08 1900 |
| Creators | Adaralegbe, Ngozi Jane Frances |
| Contributors | Carey, Chandra Donnell, Savage, Melissa (Melissa N.), Levingston, Brandi, Watts, Justin, Iwundu, Chisom |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 89 pages : illustrations (some color), Text |
| Rights | Public, Adaralegbe, Ngozi Jane Frances, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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