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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Introduction

Type de document :

texte imprimé

Auteurs :

Connor M. KERNS, Auteur ; Patricia RENNO, Auteur ; Eric A. STORCH, Auteur ; Philip C. KENDALL, Auteur ; Jeffrey J. WOOD, Auteur

Année de publication :

2017

Importance :

p.1-4

Langues :

Anglais (eng)

Mots-clés :

Anxiety functional impairment autism etiology autism spectrum disorder Diagnostic and Statistical Manual

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract This book covers broad ground and targets the scientist, the clinician, and those who combine these disciplines in their daily work. It provides reviews of literature, covering topics such as the prevalence, etiology, presentation, and assessment of anxiety in ASD with chapters submitted from leaders in the field. This compilation combines scientific richness and evidence with clinical “how to’s” and practical illustrations and suggestions. The chapters cover newly developing areas and areas of important future research and clinical practice. There should be something in this book for all those who support individuals with ASD in their lives and careers and who wonder about the essential nature of social development and cognition and its connectedness with mental health, quality of life, and well-being. Further, we see this book as a medium to deliver the scientific literature to those outside academia who nonetheless want to know as much as they can know, know what has been tested, and offer treatments and approaches that can be expected to have an impact on the lives of individuals with ASD.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00001-6

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Prevalence of Anxiety in Autism Spectrum Disorders

Type de document :

texte imprimé

Auteurs :

Rachel KENT, Auteur ; Emily SIMONOFF, Auteur

Année de publication :

2017

Importance :

p.5-32

Langues :

Anglais (eng)

Mots-clés :

Autism spectrum disorder social anxiety obsessive compulsive disorder DSM-5 specific phobia

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract This chapter reviews the current knowledge about the prevalence of and risk factors associated with anxiety disorders in individuals with autism spectrum disorder (ASD). Prevalence rates for a diagnosis of an anxiety disorder are considered only from studies that use clinical diagnostic interviews. We report that anxiety disorders are common in individuals with ASD and overall prevalence rates for anxiety disorders as an aggregate group range between 42% and 79%. The prevalence rates for individual anxiety disorders are variable. Specific phobia, obsessive compulsive disorder, and social anxiety disorder are the most common but the rate and type of anxiety disorders may vary across age and ability level. Challenges in measuring anxiety in ASD and factors that may contribute to variation in overall rates and those for specific disorders are discussed. The objective of summarizing the research literature on anxiety in ASD to date is to set out clear guidelines for the future direction of research and also interpret the findings to highlight the key clinical implications.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00002-8

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Phenomenology and Presentation of Anxiety in Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Iliana MAGIATI, Auteur ; Ann OZSIVADJIAN, Auteur ; Connor M. KERNS, Auteur

Année de publication :

2017

Importance :

p.33-54

Langues :

Anglais (eng)

Mots-clés :

Anxiety ASD autism phenomenology presentation symptomatology typical/traditional atypical/ASD-related

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract Anxiety has been recognized as a significant presenting feature associated with autism spectrum disorder (ASD) since the first clinical descriptions of ASD, with more recent prevalence studies confirming elevated rates of anxiety in this population across the lifespan compared with the general population. However, elevated anxiety symptoms do not form part of the core ASD diagnostic criteria and clinically significant anxiety is not universally present in all individuals with ASD. Clinically, practitioners working with people with ASD and anxiety have often noted that aspects of their clients’ anxiety presentations appear to be distinct to ASD and often different to presenting symptoms typically seen in anxious individuals without ASD. However, systematic research in investigating this was until recently lacking, leaving key questions unanswered. For example, which anxiety presentations are more/less common in ASD, and to what extent do these mirror or differ from those typically seen in clinically anxious individuals without ASD? Further, how might these qualitative differences inform assessment, formulation, and treatment? In this chapter, we summarize and draw upon the growing empirical literature to consider the similar and distinct ways in which anxiety presents in ASD and make recommendations for clinical practice and future research.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00003-X

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Neurobiological Mechanisms of Anxiety in ASD

Type de document :

texte imprimé

Auteurs :

John D. HERRINGTON, Auteur ; Valentina PARMA, Auteur ; Judith S. MILLER, Auteur

Année de publication :

2017

Importance :

p.55-77

Langues :

Anglais (eng)

Mots-clés :

Amygdala prefrontal cortex social intelligence heart rate variability electrodermal activity

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract Decades of research on the neurobiology of autism spectrum disorder (ASD) have generally overlooked the importance of co-occurring anxiety. This is surprising, as neurobiological accounts of ASD and anxiety disorders point to highly overlapping systems. This chapter describes the overlap between the neurobiology of anxiety and ASD, with a particular emphasis on amygdala function and structure. As we discuss, the successful integration of diverging patterns of amygdala activity in ASD and anxiety represents one of the biggest advances we could make in understanding their co-occurrence. This chapter also reviews the role of prefrontal cortex (PFC) in modulating amygdala function, and how differences in amygdala/PFC connectivity may influence the presentation of anxiety in ASD. Lastly, we review the overlap between anxiety, ASD, and peripheral nervous system function (heart rate, heart rate variability, and electrodermal activity). Key agendas for future research on anxiety in ASD include the validation of new, wireless technology for large-scale investigations of peripheral nervous system function, the increased use of experimental manipulations of anxiety, and an increased reliance on developmental perspectives.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00004-1

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Assessment of Anxiety in Youth With Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Lauren J. MOSKOWITZ, Auteur ; Tamara ROSEN, Auteur ; Matthew D. LERNER, Auteur ; Karen LEVINE, Auteur

Année de publication :

2017

Importance :

p.79-104

Langues :

Anglais (eng)

Mots-clés :

Anxiety autism spectrum disorder assessment interviews questionnaires direct observation physiological multimethod

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract Anxiety is one of the most common presenting problems for youth with autism spectrum disorder (ASD) and causes greater impairment than the symptoms of ASD alone. Despite the increased risk for anxiety disorders in ASD, there is limited research on the assessment of anxiety in this population, relative to the large body of literature on anxiety in typically developing children. This may be due, in part, to the difficulty of assessing anxiety in ASD. Anxiety is a multifaceted construct involving behaviors, cognitions, affect, and physiological arousal. These multiple components of anxiety are ideally assessed using a multimethod approach, including questionnaires, interviews, direct behavioral observation, and occasionally physiological responses elicited by feared stimuli. This chapter will review the variety of methods that can be used to assess anxiety in youth with ASD, discussing the advantages and disadvantages of each method as well as the psychometric properties and uses of various assessment tools.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00005-3

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Cognitive-Behavioral Principles and Their Applications Within Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Paige M. RYAN, Auteur ; Maysa M. KASKAS, Auteur ; Thompson E. III DAVIS, Auteur

Année de publication :

2017

Importance :

p.105-121

Langues :

Anglais (eng)

Mots-clés :

Autism spectrum disorders cognitive-behavioral therapy anxiety treatment

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract Children with Autism Spectrum Disorder (ASD) can suffer from anxiety disorders such as Social Anxiety Disorder and Generalized Anxiety Disorder. Although the use of cognitive-behavioral therapy (CBT) is the treatment of choice for typically developing children, children with ASD and anxiety often require adaptations and modifications to these interventions. In addition, children with ASD usually receive various other treatments (e.g., pharmacological, psychosocial) which may need to be incorporated into anxiety treatment. We review the recent expansion of the use of various versions of CBT in youth with ASD and briefly examine the efficacy of these procedures. We also summarize the suggested modification strategies for CBT for children with comorbid ASD and anxiety. Future directions are considered and discussed.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00006-5

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Behavioral Treatments for Anxiety in Adults With Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Susan W. WHITE, Auteur ; Caitlin M. CONNER, Auteur ; Brenna B. MADDOX, Auteur

Année de publication :

2017

Importance :

p.171-192

Langues :

Anglais (eng)

Mots-clés :

Autism spectrum disorder anxiety emotion mindfulness acceptance adult

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract Although Autism Spectrum Disorder (ASD) is most often identified during early childhood, it is becoming increasingly apparent that recognition can be delayed and that initial diagnosis of ASD can occur during adulthood. As Lai and Baron-Cohen proposed, adult identification may be due to an increasing public awareness of ASD as well as a broadening of the diagnostic criteria to include higher functioning individuals who would likely not be seen as having sufficiently severe symptoms during childhood to warrant a diagnosis. Regardless of the underlying causes for the increased, and still increasing, number of adults with ASD and heightened recognition of the disorder in adulthood, it is abundantly clear that more research is needed to inform effective treatment of co-occurring mental health conditions in adults with ASD, including anxiety disorders. In this chapter, we describe the presentation and prevalence of anxiety disorders in adults with ASD and evidence-informed approaches to assess and treat anxiety in this population.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00009-0

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Behavioral Treatments for Anxiety in Minimally Verbal Children With ASD A2 - Kerns, Connor M

Type de document :

texte imprimé

Auteurs :

Louis P. HAGOPIAN, Auteur ; Megan LILLY, Auteur ; Thompson E. III DAVIS, Auteur

Année de publication :

2017

Importance :

p.193-210

Langues :

Anglais (eng)

Mots-clés :

Autism spectrum disorders behavior assessment treatment intellectual disability

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract Determining the presence of anxiety in minimally verbal children with ASD can be especially challenging given their limited ability to self-report coupled with the overlapping features of anxiety and ASD. In contrast to verbal individuals, for whom the verbal/cognitive and subjective response domains are customarily assessed, assessment in this population is often limited to the behavioral domain. We use the term anxious avoidance to refer to avoidant behavior associated with traditional indicators of anxiety (e.g., fearful affect); and simple avoidance to refer to avoidance of nonpreferred situations not associated with apparent anxiety. Behavioral assessment should include the use of parent report measures, naturalistic and structured observations, analysis of parent–child interactions that may reinforce anxiety and avoidant behavior, and evaluation of parental anxiety. Graduated exposure and related interventions demonstrated to be effective with typically developing children appear applicable to individuals with ASD—though minimally verbal children will likely be unable participate in cognitive-behavioral therapies.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00010-7

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Individual CBT for Anxiety and Related Symptoms in Children With Autism Spectrum Disorders

Type de document :

texte imprimé

Auteurs :

Jeffrey J. WOOD, Auteur ; Sami KLEBANOFF, Auteur ; Patricia RENNO, Auteur ; Cori FUJII, Auteur ; John DANIAL, Auteur

Année de publication :

2017

Importance :

p.123-141

Langues :

Anglais (eng)

Mots-clés :

Autism anxiety emotion dysregulation cognitive behavioral therapy evidence-based treatments

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract Cognitive behavioral therapy (CBT) is increasingly being used to treat anxiety, core autism spectrum disorder (ASD) symptoms, and co-occurring emotion dysregulation associated with ASD. Because of the overlapping nature of anxiety, ASD symptoms, and other types of emotion dysregulation, these facets of mental health are each considered in this review of CBT for children with ASD. In this chapter, we review the evidence base for individually administered CBT for youth with ASD using Southam-Gerow and Prinstein’s (2014) criteria for defining efficacy. While no form of CBT for youth with ASD currently qualifies as “well-established,” CBT for anxiety, CBT for core ASD symptoms, and the Stepping Stones Positive Parenting Program qualify as “probably efficacious” treatments. One CBT protocol for treating anxiety in children and adolescents with ASD is highlighted with case examples. Limitations of extant studies and directions for future research are discussed.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00007-7

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Group Cognitive Behavior Therapy for Children and Adolescents With Anxiety and Autism Spectrum Disorders

Type de document :

texte imprimé

Auteurs :

Judy REAVEN, Auteur ; Kirsten WILLAR, Auteur

Année de publication :

2017

Importance :

p.143-169

Langues :

Anglais (eng)

Mots-clés :

Autism spectrum disorder Anxiety cognitive behavior therapy group therapy Facing Your Fears

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract In response to the high rates of anxiety disorders in children and adolescents with autism spectrum disorders (ASD) individual and group cognitive behavior therapy (CBT) treatment programs have been developed. Group treatments may be appealing as they can address long wait lists, create supportive communities, decrease isolation, and provide opportunity for appropriate peer modeling. To date, at least five randomized controlled trials have been conducted using group CBT to address anxiety in youth with ASD with the results demonstrating significant reductions in parent-reported anxiety symptoms relative to control conditions. Although there are no known head-to-head comparisons of individual CBT versus group CBT for youth with ASD, research comparing individual to group modalities in general pediatric samples indicates comparable outcomes (Manassis et al., 2002). Challenges and recommendations for conducting group therapy with youth with ASD and anxiety are considered.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00008-9

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Anxiety and ASD in Schools: School-Related Issues and Individualized Education Programs

Type de document :

texte imprimé

Auteurs :

Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Marcus L. THOMEER, Auteur

Année de publication :

2017

Importance :

p.211-230

Langues :

Anglais (eng)

Mots-clés :

Autism spectrum disorder anxiety autism schools cognitive behavioral treatment stress

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract Youth with autism spectrum disorder (ASD) spend a significant amount of their development in educational settings and education law mandates that they be provided an appropriate education. School staff are increasingly challenged to adequately evaluate and treat symptoms of ASD, as well as any number of secondary symptoms. Anxiety is one of the most common co-occurring difficulties of students with ASD. Anxiety-related problems are a significant concern in school settings as they can exacerbate core symptoms of ASD, disrupt learning, and interfere with other interventions. Although the large majority of studies involving anxiety and youth with ASD have been conducted in nonschool settings, many have yielded findings that are highly relevant and applicable to schools. This chapter examines anxiety and ASD in school settings, with an emphasis on research studies conducted in school settings or with school-derived samples, when available. Where school-based evidence is limited or nonexistent, data from the broader evidence-base are presented to inform the considerations and practices of educational teams. The chapter begins with an overview of how ASD is defined in clinical and educational settings, followed by a review of anxiety-related problems in youth with ASD in school settings. This is followed by a discussion of school-based assessment of anxiety in students with ASD and finally intervention development, implementation, and monitoring of anxiety symptoms using the Individualized Education Program (IEP).

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00011-9

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in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS

Titre :

Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M

Type de document :

texte imprimé

Auteurs :

Amy DRAHOTA, Auteur ; Colby CHLEBOWSKI, Auteur ; Nicole STADNICK, Auteur ; Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur

Année de publication :

2017

Importance :

p.231-249

Langues :

Anglais (eng)

Mots-clés :

Autism spectrum disorder evidence-based intervention ACT SMART Implementation Toolkit cognitive behavioral therapy implementation dissemination

Index. décimale :

PAR-B PAR-B - Anxiété

Résumé :

Abstract Anxiety is a common co-occurring condition in ASD that contributes to the complexity of a youth’s clinical presentation, functioning, and service needs. Although there is a rapidly growing body of evidence for the efficacy of cognitive behavioral therapy for anxiety in ASD, there is a well-documented gap between research-based interventions and routine care. This gap illustrates the potential limited public health impact of interventions developed in laboratory settings. In this chapter, we first provide recommendations for the consideration of anxiety intervention developers to accelerate the bidirectional translation between research and routine care. Second, we introduce dissemination and implementation science (and provide a glossary of implementation terms) as an additional method to address this gap by focusing on developing and testing strategies to improve the systematic process of implementing evidence-based interventions (EBIs) in routine care settings. Specifically, research-based implementation frameworks highlight the multiple phases of implementation (initial exploration and adoption through sustained delivery) and the multi-level contexts to be considered during implementation of EBIs in routine care settings (systems, service organizations, providers, children/families). Lastly, we discuss opportunities at each of these levels and phases of implementation to facilitate EBI implementation through the use of the ACT SMART Implementation Toolkit, a comprehensive implementation strategy developed for routine care settings delivering services to individuals with ASD.

En ligne :

http://dx.doi.org/10.1016/B978-0-12-805122-1.00012-0

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Centre d'Information et de Documentation du CRA Rhône-Alpes

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Centre d'Information et de Documentation
du CRA Rhône-Alpes