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Effects of Cognitive Behavioral Therapy for Reducing Anxiety in Children with High Functioning ASD: A Systematic Review and Meta-Analysis / Celal PERIHAN in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
[article]
Titre : Effects of Cognitive Behavioral Therapy for Reducing Anxiety in Children with High Functioning ASD: A Systematic Review and Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Celal PERIHAN, Auteur ; Mack BURKE, Auteur ; Lisa BOWMAN-PERROTT, Auteur ; Ali BICER, Auteur ; Jennifer GALLUP, Auteur ; Julie THOMPSON, Auteur ; Mary SALLESE, Auteur Article en page(s) : p.1958-1972 Langues : Anglais (eng) Mots-clés : Anxiety Autism Autism spectrum disorder Cbt Cognitive-behavioral intervention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are at greater risk for experiencing high levels of anxiety symptoms. Recent evidence suggests Cognitive behavioral therapy (CBT) may also be effective for anxiety reduction in some presentations of ASD. This meta-analysis evaluated twenty-three studies. Results yielded a moderate effect size (g?=?-?0.66) for the reduction of anxiety symptoms. Moderators indicated larger effects for studies were achieved with parental involvement (g?=?-?0.85, p?.05) than with child-only treatments (g?=?-?0.34, p?.05). Short-term interventions generated a smaller effect (g?=?-?0.37 p?.05) than either standard-term (g?=?-?1.02, p?.05) or long-term interventions (g?=?-?0.69, p?.05).Implications for children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-03949-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1958-1972[article] Effects of Cognitive Behavioral Therapy for Reducing Anxiety in Children with High Functioning ASD: A Systematic Review and Meta-Analysis [Texte imprimé et/ou numérique] / Celal PERIHAN, Auteur ; Mack BURKE, Auteur ; Lisa BOWMAN-PERROTT, Auteur ; Ali BICER, Auteur ; Jennifer GALLUP, Auteur ; Julie THOMPSON, Auteur ; Mary SALLESE, Auteur . - p.1958-1972.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1958-1972
Mots-clés : Anxiety Autism Autism spectrum disorder Cbt Cognitive-behavioral intervention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are at greater risk for experiencing high levels of anxiety symptoms. Recent evidence suggests Cognitive behavioral therapy (CBT) may also be effective for anxiety reduction in some presentations of ASD. This meta-analysis evaluated twenty-three studies. Results yielded a moderate effect size (g?=?-?0.66) for the reduction of anxiety symptoms. Moderators indicated larger effects for studies were achieved with parental involvement (g?=?-?0.85, p?.05) than with child-only treatments (g?=?-?0.34, p?.05). Short-term interventions generated a smaller effect (g?=?-?0.37 p?.05) than either standard-term (g?=?-?1.02, p?.05) or long-term interventions (g?=?-?0.69, p?.05).Implications for children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-03949-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention / J. E. LOCHMAN in Development and Psychopathology, 31-5 (December 2019)
[article]
Titre : Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention Type de document : Texte imprimé et/ou numérique Auteurs : J. E. LOCHMAN, Auteur ; A. L. GLENN, Auteur ; N. P. POWELL, Auteur ; C. L. BOXMEYER, Auteur ; C. BUI, Auteur ; F. KASSING, Auteur ; L. QU, Auteur ; D. E. ROMERRO, Auteur ; T. DISHION, Auteur Année de publication : 2019 Article en page(s) : p.1757-1775 Langues : Anglais (eng) Mots-clés : aggression cognitive-behavioral intervention deviant peers group format preadolescent Index. décimale : PER Périodiques Résumé : This study originated in collaboration with Thomas Dishion because of concerns that a group format for aggressive children might dampen the effects of cognitive-behavioral intervention. Three hundred sixty aggressive preadolescent children were screened through teacher and parent ratings. Schools were randomized to receive either an individual or a group format of the child component of the same evidence-based program. The results indicate that there is variability in how group-based cognitive-behavioral intervention can affect aggressive children through a long 4-year follow-up after the end of the intervention. Aggressive children who have higher skin conductance reactivity (potentially an indicator of poorer emotion regulation) and who have a variant of the oxytocin receptor gene that may be associated with being hyperinvolved in social bonding have better outcomes in their teacher-rated externalizing behavior outcomes over time if they were seen individually rather than in groups. Analyses also indicated that higher levels of the group leaders' clinical skills predicted reduced externalizing behavior problems. Implications for group versus individual format of cognitive-behavioral interventions for aggressive children, and for intensive training for group therapists, informed by these results, are discussed. En ligne : http://dx.doi.org/10.1017/s0954579419000968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412
in Development and Psychopathology > 31-5 (December 2019) . - p.1757-1775[article] Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention [Texte imprimé et/ou numérique] / J. E. LOCHMAN, Auteur ; A. L. GLENN, Auteur ; N. P. POWELL, Auteur ; C. L. BOXMEYER, Auteur ; C. BUI, Auteur ; F. KASSING, Auteur ; L. QU, Auteur ; D. E. ROMERRO, Auteur ; T. DISHION, Auteur . - 2019 . - p.1757-1775.
Langues : Anglais (eng)
in Development and Psychopathology > 31-5 (December 2019) . - p.1757-1775
Mots-clés : aggression cognitive-behavioral intervention deviant peers group format preadolescent Index. décimale : PER Périodiques Résumé : This study originated in collaboration with Thomas Dishion because of concerns that a group format for aggressive children might dampen the effects of cognitive-behavioral intervention. Three hundred sixty aggressive preadolescent children were screened through teacher and parent ratings. Schools were randomized to receive either an individual or a group format of the child component of the same evidence-based program. The results indicate that there is variability in how group-based cognitive-behavioral intervention can affect aggressive children through a long 4-year follow-up after the end of the intervention. Aggressive children who have higher skin conductance reactivity (potentially an indicator of poorer emotion regulation) and who have a variant of the oxytocin receptor gene that may be associated with being hyperinvolved in social bonding have better outcomes in their teacher-rated externalizing behavior outcomes over time if they were seen individually rather than in groups. Analyses also indicated that higher levels of the group leaders' clinical skills predicted reduced externalizing behavior problems. Implications for group versus individual format of cognitive-behavioral interventions for aggressive children, and for intensive training for group therapists, informed by these results, are discussed. En ligne : http://dx.doi.org/10.1017/s0954579419000968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 42-3 (March 2012)
[article]
Titre : Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; Karen V. O’CONNOR, Auteur ; Melissa J. HERZOG, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur Année de publication : 2012 Article en page(s) : p.354-366 Langues : Anglais (eng) Mots-clés : Social competence Aspergers Syndrome High functioning autism Cognitive-behavioral intervention Elementary-age children Index. décimale : PER Périodiques Résumé : Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067–1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1249-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152
in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.354-366[article] Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; Karen V. O’CONNOR, Auteur ; Melissa J. HERZOG, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur . - 2012 . - p.354-366.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.354-366
Mots-clés : Social competence Aspergers Syndrome High functioning autism Cognitive-behavioral intervention Elementary-age children Index. décimale : PER Périodiques Résumé : Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067–1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1249-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152