Autism Spectrum Disorder (ASD) and ADHD are often accompanied by comorbidities from various domains, and learning disabilities are among the most common. What is often broadly labeled as “autism” can, in many cases, be a blend of multiple challenges, including learning difficulties that will require special education.  

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To even suspect a learning disability, a child must first show some basic skills in that area—whether it’s reading, writing, or math—so that specific difficulties can be observed. As a result, learning disabilities are typically identified later than autism, often when formal academic tasks begin to emerge.

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What autism and certain nonverbal learning disabilities often share are challenges in problem-solving, visual-spatial processing, and interpreting social cues. These overlapping difficulties can sometimes blur the diagnostic picture and highlight the need for careful, individualized assessment.

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With ABA, I also address learning disabilities. One of the most beautiful aspects of ABA is its flexibility—we explore different ways of teaching until we find the approach that clicks for the child. Once they “get it,” their responses become quicker and more confident, and you can often see the joy that comes from finally understanding something. In ABA, the ultimate goal is helping the child achieve a skill that is meaningful and attainable—no matter how long it takes to reach it or fully absorb it.

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In my work, I often see that children diagnosed with Autism Spectrum Disorder also show signs of ADHD and, in many cases, one to three learning disorders. Difficulties with reading social cues and interpreting situations are typically part of the autism profile. However, parents sometimes test only for certain conditions, overlooking others that may be contributing to the child’s challenges. Through ABA-based assessment tools, we can identify whether specific skills related to learning disabilities are missing or underdeveloped, giving us a clearer picture of how to support the child most effectively.

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Dyslexia

If your child is in preschool or already attending school and has difficulty recognizing phonemes, reading, spelling simple words, or consistently mixes up the order of letters—or only reads the first or last letters of a word—these may be signs of dyslexia. Even if you're not sure about these specific patterns, but you notice that your child seems to struggle with reading and writing compared to what’s expected for their age, it’s a good idea to consult a specialist.

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Children who experience internal difficulties in these areas often develop coping behaviors. They may rush through reading or writing tasks, avoid them altogether, or gravitate toward easier, more comfortable activities. These avoidance behaviors can be important indicators that something deeper may be going on, and early support can make a big difference.

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Dysgraphia

Sometimes, a child may have motor difficulties that affect their ability to control a pencil—such as challenges with grip, writing speed, or translating their thoughts into written form. I often see children who avoid reading and writing tasks, not because of a learning disability, but because they haven’t yet developed the fine motor skills needed for writing.

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However, once they begin learning how to write, they gradually build those muscles, improve their coordination, and eventually reach a typical writing speed. In such cases, this is not dysgraphia, but rather a developmental delay in motor skills that improves with practice and support.

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Dyscalculia

This type of learning disability affects math and number-based information. Children may struggle with counting both forwards and backwards, recalling calculations from memory, or learning the multiplication table. These difficulties are often linked to challenges in visual-spatial processing, orientation, coordination, proprioception, and problem-solving skills. All of these areas work together to support mathematical thinking, and when one is affected, it can impact overall math performance. ​