Assessment of Anxiety in Youth With Autism Spectrum Disorder / Lauren J. MOSKOWITZ  

Public ISBD 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 E. 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 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Assessment of Anxiety in Youth With Autism Spectrum Disorder [texte imprimé] / Lauren J. MOSKOWITZ, Auteur ; Tamara E. ROSEN, Auteur ; Matthew D. LERNER, Auteur ; Karen LEVINE, Auteur . - 2017 . - 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 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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Edward G. Carr 1947–2009 / Lauren J. MOSKOWITZ in Journal of Autism and Developmental Disorders, 39-12 (December 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1762-1764 Titre : Edward G. Carr 1947–2009 Type de document : texte imprimé Auteurs : Lauren J. MOSKOWITZ, Auteur ; Samara PULVER TETENBAUM, Auteur ; Lauren ADAMEK, Auteur Année de publication : 2009 Article en page(s) : p.1762-1764 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0876-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=885 [article] Edward G. Carr 1947–2009 [texte imprimé] / Lauren J. MOSKOWITZ, Auteur ; Samara PULVER TETENBAUM, Auteur ; Lauren ADAMEK, Auteur . - 2009 . - p.1762-1764. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1762-1764 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0876-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=885

Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder / Christopher E. SMITH in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.131-144 Titre : Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder Type de document : texte imprimé Auteurs : Christopher E. SMITH, Auteur ; Edward G. CARR, Auteur ; Lauren J. MOSKOWITZ, Auteur Article en page(s) : p.131-144 Langues : Anglais (eng) Mots-clés : Positive behavior support  Autism  Assessment  Intervention  Fatigue  Setting event Index. décimale : PER Périodiques Résumé : Abstract The relationship between biological setting events and problem behavior has thus far been described in only a limited number of empirical studies. We evaluated a three-step, multimethod procedure for the systematic assessment and treatment of fatigue as a biological setting event for problem behavior in three individuals with autism spectrum disorder and intellectual disability. The first step involved a descriptive analysis during which we identified individuals having a history of increased behavior problems when fatigued. The second step consisted of a functional analysis of each participant’s problem behavior in relation to two contextual factors: fatigue and task demands. The third step evaluated the utility of a multicomponent intervention package designed to address both the biological context (fatigue) and psychosocial context (task demands). Results indicated that problem behavior was most likely to occur when both task demands (discriminative stimuli) were presented and when the setting event (fatigue) was operative. Implementation of a multicomponent intervention was associated with a dramatic reduction in problem behavior for all three participants. Implications for future studies examining the utility of the three-step procedure for understanding other biological setting events are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder [texte imprimé] / Christopher E. SMITH, Auteur ; Edward G. CARR, Auteur ; Lauren J. MOSKOWITZ, Auteur . - p.131-144. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.131-144 Mots-clés : Positive behavior support  Autism  Assessment  Intervention  Fatigue  Setting event Index. décimale : PER Périodiques Résumé : Abstract The relationship between biological setting events and problem behavior has thus far been described in only a limited number of empirical studies. We evaluated a three-step, multimethod procedure for the systematic assessment and treatment of fatigue as a biological setting event for problem behavior in three individuals with autism spectrum disorder and intellectual disability. The first step involved a descriptive analysis during which we identified individuals having a history of increased behavior problems when fatigued. The second step consisted of a functional analysis of each participant’s problem behavior in relation to two contextual factors: fatigue and task demands. The third step evaluated the utility of a multicomponent intervention package designed to address both the biological context (fatigue) and psychosocial context (task demands). Results indicated that problem behavior was most likely to occur when both task demands (discriminative stimuli) were presented and when the setting event (fatigue) was operative. Implementation of a multicomponent intervention was associated with a dramatic reduction in problem behavior for all three participants. Implications for future studies examining the utility of the three-step procedure for understanding other biological setting events are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability / Lauren J. MOSKOWITZ in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3930-3948 Titre : Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability Type de document : texte imprimé Auteurs : Lauren J. MOSKOWITZ, Auteur ; Caitlin E. WALSH, Auteur ; Emile MULDER, Auteur ; Darlene Magito MCLAUGHLIN, Auteur ; Greg HAJCAK, Auteur ; Edward G. CARR, Auteur ; Jennifer R. ZARCONE, Auteur Année de publication : 2017 Article en page(s) : p.3930-3948 Langues : Anglais (eng) Mots-clés : Anxiety  Applied behavior analysis  Autism  Cognitive Behavioral Therapy  Intellectual disability  Positive Behavior Support  Respiratory sinus arrhythmia Index. décimale : PER Périodiques Résumé : There is little research on the functional assessment and treatment of anxiety and related problem behavior in children with autism spectrum disorder (ASD), particularly those with intellectual and developmental disability (IDD). In a recent study, we evaluated a multimethod strategy for assessing anxiety in children with ASD and IDD (Am J Intellect Dev Disabil 118:419-434, 2013). In the present study, we developed treatments for the anxiety and associated problem behavior in these same children. A multiple baseline design was used to evaluate the effectiveness of a multicomponent intervention package, incorporating individualized strategies from Positive Behavior Support and Cognitive Behavioral Therapy. During intervention, all three participants showed substantial decreases in anxiety and problem behavior and significant increases in respiratory sinus arrhythmia in the situations that had previously been identified as anxiety-provoking. En ligne : http://dx.doi.org/10.1007/s10803-017-3070-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 [article] Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability [texte imprimé] / Lauren J. MOSKOWITZ, Auteur ; Caitlin E. WALSH, Auteur ; Emile MULDER, Auteur ; Darlene Magito MCLAUGHLIN, Auteur ; Greg HAJCAK, Auteur ; Edward G. CARR, Auteur ; Jennifer R. ZARCONE, Auteur . - 2017 . - p.3930-3948. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3930-3948 Mots-clés : Anxiety  Applied behavior analysis  Autism  Cognitive Behavioral Therapy  Intellectual disability  Positive Behavior Support  Respiratory sinus arrhythmia Index. décimale : PER Périodiques Résumé : There is little research on the functional assessment and treatment of anxiety and related problem behavior in children with autism spectrum disorder (ASD), particularly those with intellectual and developmental disability (IDD). In a recent study, we evaluated a multimethod strategy for assessing anxiety in children with ASD and IDD (Am J Intellect Dev Disabil 118:419-434, 2013). In the present study, we developed treatments for the anxiety and associated problem behavior in these same children. A multiple baseline design was used to evaluate the effectiveness of a multicomponent intervention package, incorporating individualized strategies from Positive Behavior Support and Cognitive Behavioral Therapy. During intervention, all three participants showed substantial decreases in anxiety and problem behavior and significant increases in respiratory sinus arrhythmia in the situations that had previously been identified as anxiety-provoking. En ligne : http://dx.doi.org/10.1007/s10803-017-3070-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326

Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder / Chelsea M. COOPER in Autism, 27-2 (February 2023)  

Public ISBD [article]  inAutism > 27-2 (February 2023) . - p.331-343 Titre : Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder Type de document : texte imprimé Auteurs : Chelsea M. COOPER, Auteur ; Tamara E. ROSEN, Auteur ; Hyunsik KIM, Auteur ; Nicholas R. EATON, Auteur ; Elizabeth COHN, Auteur ; Amy DRAHOTA, Auteur ; Lauren J. MOSKOWITZ, Auteur ; Matthew D. LERNER, Auteur ; Connor M. KERNS, Auteur Article en page(s) : p.331-343 Langues : Anglais (eng) Mots-clés : adolescents  adults  autism spectrum disorders  interventions-psychosocial/behavioral  psychiatric comorbidity  school-age children Index. décimale : PER Périodiques Résumé : Understanding the types of intervention practices familiar to transdisciplinary autism spectrum disorder providers may be critical to characterize and optimize "usual care" for common clinical concerns (e.g. internalizing, externalizing, and social challenges) among school- and transition-age autistic youth. We assessed if there is an underlying factor structure to expert providers’ familiarity with such practices, and if characteristics of experts (discipline, years’ experience, and school setting) and/or their clients (age and intellectual disability) predicted these factors. Fifty-three expert providers rated their familiarity with 55 practices via an online Delphi poll. Exploratory structural equation modeling identified latent factors of familiarity, which were regressed onto provider and client variables to identify predictors. Four factors emerged: two approaches (cognitive and behavioral) and two strategies (engagement and accessibility). Cognitive approaches were associated with practicing outside school settings and treating clients without intellectual disability, behavioral approaches with practicing in schools and the disciplines of clinical psychology and behavior analysis, engagement strategies with practicing outside school settings, and accessibility strategies with more years in practice. Findings suggest expert transdisciplinary autism spectrum disorder providers are familiar with many of the same approaches and that differences in knowledge are predicted by their discipline, treatment setting, experience, and work with youth with intellectual disabilities. En ligne : http://dx.doi.org/10.1177/13623613221100787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder [texte imprimé] / Chelsea M. COOPER, Auteur ; Tamara E. ROSEN, Auteur ; Hyunsik KIM, Auteur ; Nicholas R. EATON, Auteur ; Elizabeth COHN, Auteur ; Amy DRAHOTA, Auteur ; Lauren J. MOSKOWITZ, Auteur ; Matthew D. LERNER, Auteur ; Connor M. KERNS, Auteur . - p.331-343. Langues : Anglais (eng) in Autism > 27-2 (February 2023) . - p.331-343 Mots-clés : adolescents  adults  autism spectrum disorders  interventions-psychosocial/behavioral  psychiatric comorbidity  school-age children Index. décimale : PER Périodiques Résumé : Understanding the types of intervention practices familiar to transdisciplinary autism spectrum disorder providers may be critical to characterize and optimize "usual care" for common clinical concerns (e.g. internalizing, externalizing, and social challenges) among school- and transition-age autistic youth. We assessed if there is an underlying factor structure to expert providers’ familiarity with such practices, and if characteristics of experts (discipline, years’ experience, and school setting) and/or their clients (age and intellectual disability) predicted these factors. Fifty-three expert providers rated their familiarity with 55 practices via an online Delphi poll. Exploratory structural equation modeling identified latent factors of familiarity, which were regressed onto provider and client variables to identify predictors. Four factors emerged: two approaches (cognitive and behavioral) and two strategies (engagement and accessibility). Cognitive approaches were associated with practicing outside school settings and treating clients without intellectual disability, behavioral approaches with practicing in schools and the disciplines of clinical psychology and behavior analysis, engagement strategies with practicing outside school settings, and accessibility strategies with more years in practice. Findings suggest expert transdisciplinary autism spectrum disorder providers are familiar with many of the same approaches and that differences in knowledge are predicted by their discipline, treatment setting, experience, and work with youth with intellectual disabilities. En ligne : http://dx.doi.org/10.1177/13623613221100787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Restricted and Repetitive Behaviors in Males and Females with Fragile X Syndrome: Developmental Trajectories in Toddlers Through Young Adults / Lauren J. MOSKOWITZ in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

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Screening and treatment of trauma-related symptoms in youth with autism spectrum disorder among community providers in the United States / Connor M. KERNS in Autism, 24-2 (February 2020)  

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The effect of anxiety and autism symptom severity on restricted and repetitive behaviors over time in children with fragile X syndrome / Lauren J. MOSKOWITZ in Journal of Neurodevelopmental Disorders, 16 (2024)  

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Understanding the Association Between Neighborhood Resources and Trauma-Informed Care Among Providers Who Serve Autistic Youth / Daneele THORPE in Autism Research, 18-3 (March 2025)  

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