Cognitive-Behavioral Therapy for Stress and Anger Management in Young Children with ASD: The Exploring Feelings Program / Angela SCARPA

Public ISBD in CBT for Children and Adolescents with High-Functioning Autism Spectrum Disorders / Angela SCARPA Titre : Cognitive-Behavioral Therapy for Stress and Anger Management in Young Children with ASD: The Exploring Feelings Program Type de document : texte imprimé Auteurs : Angela SCARPA, Auteur ; Nuri REYES, Auteur ; Tony ATTWOOD, Auteur Année de publication : 2013 Importance : p.147-170 Langues : Anglais (eng) Index. décimale : ASP-D ASP-D - TSA sans Déficience - Approches Educatives et Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217 in CBT for Children and Adolescents with High-Functioning Autism Spectrum Disorders / Angela SCARPA Cognitive-Behavioral Therapy for Stress and Anger Management in Young Children with ASD: The Exploring Feelings Program [texte imprimé] / Angela SCARPA, Auteur ; Nuri REYES, Auteur ; Tony ATTWOOD, Auteur . - 2013 . - p.147-170. Langues : Anglais (eng) Index. décimale : ASP-D ASP-D - TSA sans Déficience - Approches Educatives et Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217

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Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? / Trenesha L. HILL in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.102-113 Titre : Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? Type de document : texte imprimé Auteurs : Trenesha L. HILL, Auteur ; Tiffany C. WHITE, Auteur ; Bruno J. ANTHONY, Auteur ; Judy REAVEN, Auteur ; Bryn HARRIS, Auteur ; Nuri REYES, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.102-113 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early diagnosis  health disparities  missed diagnosis Index. décimale : PER Périodiques Résumé : Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361320950058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? [texte imprimé] / Trenesha L. HILL, Auteur ; Tiffany C. WHITE, Auteur ; Bruno J. ANTHONY, Auteur ; Judy REAVEN, Auteur ; Bryn HARRIS, Auteur ; Nuri REYES, Auteur ; Laura G. ANTHONY, Auteur . - p.102-113. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.102-113 Mots-clés : autism spectrum disorder  early diagnosis  health disparities  missed diagnosis Index. décimale : PER Périodiques Résumé : Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361320950058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Emotion regulation and behavior concerns: An examination of outcomes for a school-based CBT intervention for anxiety in students with autism or suspected autism / Allison T. MEYER in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202711 Titre : Emotion regulation and behavior concerns: An examination of outcomes for a school-based CBT intervention for anxiety in students with autism or suspected autism Type de document : texte imprimé Auteurs : Allison T. MEYER, Auteur ; Katherine PICKARD, Auteur ; Nuri REYES, Auteur ; Richard BOLES, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Judy REAVEN, Auteur Article en page(s) : p.202711 Langues : Anglais (eng) Mots-clés : Autism  Anxiety  Emotion regulation  Externalizing behaviors  Cognitive behavioral therapy (CBT)  School-based intervention Index. décimale : PER Périodiques Résumé : Autistic youth are at elevated risk for co-occurring mental health challenges, including internalizing and externalizing symptoms. Emotion regulation (ER) difficulties may be a transdiagnostic mechanism underlying these symptoms; however, further research is needed to examine how anxiety interventions impact ER in autistic youth. Emerging evidence suggests that Cognitive Behavior Therapy (CBT) for anxiety such as the Facing Your Fears (FYF) program, may also influence ER and understanding these outcomes could provide critical insights for tailoring interventions to better address the complex mental health needs of autistic youth. This study utilized secondary data from a cluster randomized trial evaluating the Facing Your Fears in Schools (FYF-S) program, a manualized, group-based, CBT intervention for autistic youth with anxiety. We assessed changes in (1) emotion dysregulation; and (2) externalizing behavior for youth randomized to either FYF-S or Usual Care (UC). Participants included 81 students aged 8–14 with autism or suspected autism and interfering anxiety symptoms, all receiving services through an Individualized Education Plan (IEP). Parents and students reported on ER and externalizing symptoms pre-post intervention. Results indicated that children in the FYF-S group reported significantly greater reductions in emotional symptoms and behavioral difficulties compared to UC, with marginal improvements in conduct problems based on child report. No significant changes were noted in parent-reported outcomes. This suggests that the impact of FYF-S may go beyond anxiety reduction alone according to youth report; however, it was surprising that parent report of ER and externalizing symptoms did not change pre-post intervention. En ligne : https://doi.org/10.1016/j.reia.2025.202711 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Emotion regulation and behavior concerns: An examination of outcomes for a school-based CBT intervention for anxiety in students with autism or suspected autism [texte imprimé] / Allison T. MEYER, Auteur ; Katherine PICKARD, Auteur ; Nuri REYES, Auteur ; Richard BOLES, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Judy REAVEN, Auteur . - p.202711. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202711 Mots-clés : Autism  Anxiety  Emotion regulation  Externalizing behaviors  Cognitive behavioral therapy (CBT)  School-based intervention Index. décimale : PER Périodiques Résumé : Autistic youth are at elevated risk for co-occurring mental health challenges, including internalizing and externalizing symptoms. Emotion regulation (ER) difficulties may be a transdiagnostic mechanism underlying these symptoms; however, further research is needed to examine how anxiety interventions impact ER in autistic youth. Emerging evidence suggests that Cognitive Behavior Therapy (CBT) for anxiety such as the Facing Your Fears (FYF) program, may also influence ER and understanding these outcomes could provide critical insights for tailoring interventions to better address the complex mental health needs of autistic youth. This study utilized secondary data from a cluster randomized trial evaluating the Facing Your Fears in Schools (FYF-S) program, a manualized, group-based, CBT intervention for autistic youth with anxiety. We assessed changes in (1) emotion dysregulation; and (2) externalizing behavior for youth randomized to either FYF-S or Usual Care (UC). Participants included 81 students aged 8–14 with autism or suspected autism and interfering anxiety symptoms, all receiving services through an Individualized Education Plan (IEP). Parents and students reported on ER and externalizing symptoms pre-post intervention. Results indicated that children in the FYF-S group reported significantly greater reductions in emotional symptoms and behavioral difficulties compared to UC, with marginal improvements in conduct problems based on child report. No significant changes were noted in parent-reported outcomes. This suggests that the impact of FYF-S may go beyond anxiety reduction alone according to youth report; however, it was surprising that parent report of ER and externalizing symptoms did not change pre-post intervention. En ligne : https://doi.org/10.1016/j.reia.2025.202711 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Longitudinal change in the use of services in autism spectrum disorder: Understanding the role of child characteristics, family demographics, and parent cognitions / Michael SILLER in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.433-446 Titre : Longitudinal change in the use of services in autism spectrum disorder: Understanding the role of child characteristics, family demographics, and parent cognitions Type de document : texte imprimé Auteurs : Michael SILLER, Auteur ; Nuri REYES, Auteur ; Emily HOTEZ, Auteur ; Ted HUTMAN, Auteur ; Marian SIGMAN, Auteur Article en page(s) : p.433-446 Langues : Anglais (eng) Mots-clés : autism  children  family  interventions  parent  school  services Index. décimale : PER Périodiques Résumé : The aim of this study was to identify child characteristics, family demographics, and parent cognitions that may affect access to early intervention, special education, and related services. The sample included 70 families of young children with autism spectrum disorders. All parents were enrolled in a short education program, providing them with basic information and resources on advocating for a young child with autism spectrum disorders (Parent Advocacy Coaching). Longitudinal change in children’s intervention program in the community was evaluated over a period of about 27 months, starting 12 months prior to enrollment in Parent Advocacy Coaching. Results revealed large individual differences in the intensity of children’s individual and school-based services. Despite this variability, only two child characteristics (age, gender) emerged as independent predictors. In contrast, the intensity of children’s intervention programs was independently predicted by a broad range of demographic characteristics, including parental education, child ethnicity and race, and family composition. Finally, even after child characteristics and family demographics were statistically controlled, results revealed associations between specific parental cognitions (parenting efficacy, understanding of child development) and the subsequent rate of change in the intensity of children’s intervention programs. Implications for improving educational programs that aim to enhance parent advocacy are discussed. En ligne : http://dx.doi.org/10.1177/1362361313476766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Longitudinal change in the use of services in autism spectrum disorder: Understanding the role of child characteristics, family demographics, and parent cognitions [texte imprimé] / Michael SILLER, Auteur ; Nuri REYES, Auteur ; Emily HOTEZ, Auteur ; Ted HUTMAN, Auteur ; Marian SIGMAN, Auteur . - p.433-446. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.433-446 Mots-clés : autism  children  family  interventions  parent  school  services Index. décimale : PER Périodiques Résumé : The aim of this study was to identify child characteristics, family demographics, and parent cognitions that may affect access to early intervention, special education, and related services. The sample included 70 families of young children with autism spectrum disorders. All parents were enrolled in a short education program, providing them with basic information and resources on advocating for a young child with autism spectrum disorders (Parent Advocacy Coaching). Longitudinal change in children’s intervention program in the community was evaluated over a period of about 27 months, starting 12 months prior to enrollment in Parent Advocacy Coaching. Results revealed large individual differences in the intensity of children’s individual and school-based services. Despite this variability, only two child characteristics (age, gender) emerged as independent predictors. In contrast, the intensity of children’s intervention programs was independently predicted by a broad range of demographic characteristics, including parental education, child ethnicity and race, and family composition. Finally, even after child characteristics and family demographics were statistically controlled, results revealed associations between specific parental cognitions (parenting efficacy, understanding of child development) and the subsequent rate of change in the intensity of children’s intervention programs. Implications for improving educational programs that aim to enhance parent advocacy are discussed. En ligne : http://dx.doi.org/10.1177/1362361313476766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Risk factors and clinical correlates of sensory dysfunction in preschool children with and without autism spectrum disorder / Katie OVERWYK ; Julie DANIELS ; Brian D. BARGER ; Hayley CRAIN ; Rebecca GRZADZINSKI ; Eric MOODY ; Ann REYNOLDS ; Nuri REYES ; Cordelia ROSENBERG ; Steven ROSENBERG ; Karen PAZOL in Autism Research, 17-1 (January 2024)  

Public ISBD [article]  inAutism Research > 17-1 (January 2024) . - p.162-171 Titre : Risk factors and clinical correlates of sensory dysfunction in preschool children with and without autism spectrum disorder Type de document : texte imprimé Auteurs : Katie OVERWYK, Auteur ; Julie DANIELS, Auteur ; Brian D. BARGER, Auteur ; Hayley CRAIN, Auteur ; Rebecca GRZADZINSKI, Auteur ; Eric MOODY, Auteur ; Ann REYNOLDS, Auteur ; Nuri REYES, Auteur ; Cordelia ROSENBERG, Auteur ; Steven ROSENBERG, Auteur ; Karen PAZOL, Auteur Article en page(s) : p.162-171 Index. décimale : PER Périodiques Résumé : Abstract Sensory dysfunction is a common feature of autism spectrum disorder (ASD). The objectives of this analysis were to examine risk factors and clinical correlates of sensory dysfunction in preschool children with and without ASD. Children aged 2 5 years were enrolled in a multi-site case?control study. Data were collected in eight areas across the United States in three phases. Caregivers completed an interview with questions on assisted delivery, maternal alcohol use, maternal anxiety during pregnancy, pregnancy weight gain, neonatal jaundice, preterm birth, and child sensory diagnosis given by a healthcare provider. Caregivers also completed an interview and questionnaires on sensory symptoms and clinical correlates of sensory dysfunction in their child. There were 2059 children classified as ASD, 3139 as other developmental delay or disability (DD), and 3249 as population comparison (POP). Caregivers reported significantly more sensory diagnoses and sensory symptoms in children classified as ASD than DD or POP (23.7%, 8.6%, and 0.8%, respectively, for a sensory diagnosis and up to 78.7% [ASD] vs. 49.6% [DD] for sensory symptoms). Maternal anxiety during pregnancy and neonatal jaundice were significantly associated with a sensory diagnosis and certain sensory symptoms in children with ASD and DD. Children's anxiety, attention deficits/hyperactivity, and sleep problems were significantly albeit subtly correlated with both a sensory diagnosis and sensory symptoms in children with ASD and DD. These findings support sensory dysfunction as a distinguishing symptom of ASD in preschool children and identify risk factors and clinical correlates to inform screening and treatment efforts in those with atypical development. En ligne : https://doi.org/10.1002/aur.3074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Risk factors and clinical correlates of sensory dysfunction in preschool children with and without autism spectrum disorder [texte imprimé] / Katie OVERWYK, Auteur ; Julie DANIELS, Auteur ; Brian D. BARGER, Auteur ; Hayley CRAIN, Auteur ; Rebecca GRZADZINSKI, Auteur ; Eric MOODY, Auteur ; Ann REYNOLDS, Auteur ; Nuri REYES, Auteur ; Cordelia ROSENBERG, Auteur ; Steven ROSENBERG, Auteur ; Karen PAZOL, Auteur . - p.162-171. in Autism Research > 17-1 (January 2024) . - p.162-171 Index. décimale : PER Périodiques Résumé : Abstract Sensory dysfunction is a common feature of autism spectrum disorder (ASD). The objectives of this analysis were to examine risk factors and clinical correlates of sensory dysfunction in preschool children with and without ASD. Children aged 2 5 years were enrolled in a multi-site case?control study. Data were collected in eight areas across the United States in three phases. Caregivers completed an interview with questions on assisted delivery, maternal alcohol use, maternal anxiety during pregnancy, pregnancy weight gain, neonatal jaundice, preterm birth, and child sensory diagnosis given by a healthcare provider. Caregivers also completed an interview and questionnaires on sensory symptoms and clinical correlates of sensory dysfunction in their child. There were 2059 children classified as ASD, 3139 as other developmental delay or disability (DD), and 3249 as population comparison (POP). Caregivers reported significantly more sensory diagnoses and sensory symptoms in children classified as ASD than DD or POP (23.7%, 8.6%, and 0.8%, respectively, for a sensory diagnosis and up to 78.7% [ASD] vs. 49.6% [DD] for sensory symptoms). Maternal anxiety during pregnancy and neonatal jaundice were significantly associated with a sensory diagnosis and certain sensory symptoms in children with ASD and DD. Children's anxiety, attention deficits/hyperactivity, and sleep problems were significantly albeit subtly correlated with both a sensory diagnosis and sensory symptoms in children with ASD and DD. These findings support sensory dysfunction as a distinguishing symptom of ASD in preschool children and identify risk factors and clinical correlates to inform screening and treatment efforts in those with atypical development. En ligne : https://doi.org/10.1002/aur.3074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings / Katherine PICKARD in Autism, 26-3 (April 2022)  

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