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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Autism severity, co-occurring psychopathology, and intellectual functioning predict supportive school services for youth with autism spectrum disorder / Tamara E. ROSEN in Autism, 23-7 (October 2019)  

Public ISBD [article]  inAutism > 23-7 (October 2019) . - p.1805-1816 Titre : Autism severity, co-occurring psychopathology, and intellectual functioning predict supportive school services for youth with autism spectrum disorder Type de document : texte imprimé Auteurs : Tamara E. ROSEN, Auteur ; Christine J SPAULDING, Auteur ; Jacquelyn A. GATES, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.1805-1816 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  comorbidity  informant  service delivery  special education Index. décimale : PER Périodiques Résumé : Supportive school services are a primary service modality for youth with autism spectrum disorder. Autism spectrum disorder, as well as co-occurring psychiatric symptoms and low intellectual abilities, interfere with academic achievement and therefore influence decisions about school services. Therefore, we examined the association of parent, teacher, and clinician ratings of autism spectrum disorder and co-occurring psychiatric symptom severity and intellectual functioning with school services. In total, 283 youth with autism spectrum disorder were assessed with clinical evaluation via the Autism Diagnostic Observation Schedule and parent and teacher versions of the CASI-4R (Child and Adolescent Symptom Inventory). Full Scale Intelligence Quotient scores were obtained from case records. Clinical and teacher evaluations of autism spectrum disorder severity predicted services and were more strongly associated with school services than parent ratings. Teacher ratings were only associated with common school services (e.g. speech/language therapy, occupational therapy, and/or social skills training) frequency at medium and high levels of clinician-rated autism spectrum disorder severity. Higher IQ and parent-rated externalizing symptoms predicted lower likelihood of receiving school services, whereas internalizing symptoms were not predictive of school services. Autism spectrum disorder symptoms may overshadow externalizing and internalizing symptoms when considering school service supports. Results highlight the importance of evaluating autism spectrum disorder severity via multiple sources, especially in cases of unclear symptom presentation, when examining correlates of school services for youth with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318809690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Autism severity, co-occurring psychopathology, and intellectual functioning predict supportive school services for youth with autism spectrum disorder [texte imprimé] / Tamara E. ROSEN, Auteur ; Christine J SPAULDING, Auteur ; Jacquelyn A. GATES, Auteur ; Matthew D. LERNER, Auteur . - p.1805-1816. Langues : Anglais (eng) in Autism > 23-7 (October 2019) . - p.1805-1816 Mots-clés : autism spectrum disorder  comorbidity  informant  service delivery  special education Index. décimale : PER Périodiques Résumé : Supportive school services are a primary service modality for youth with autism spectrum disorder. Autism spectrum disorder, as well as co-occurring psychiatric symptoms and low intellectual abilities, interfere with academic achievement and therefore influence decisions about school services. Therefore, we examined the association of parent, teacher, and clinician ratings of autism spectrum disorder and co-occurring psychiatric symptom severity and intellectual functioning with school services. In total, 283 youth with autism spectrum disorder were assessed with clinical evaluation via the Autism Diagnostic Observation Schedule and parent and teacher versions of the CASI-4R (Child and Adolescent Symptom Inventory). Full Scale Intelligence Quotient scores were obtained from case records. Clinical and teacher evaluations of autism spectrum disorder severity predicted services and were more strongly associated with school services than parent ratings. Teacher ratings were only associated with common school services (e.g. speech/language therapy, occupational therapy, and/or social skills training) frequency at medium and high levels of clinician-rated autism spectrum disorder severity. Higher IQ and parent-rated externalizing symptoms predicted lower likelihood of receiving school services, whereas internalizing symptoms were not predictive of school services. Autism spectrum disorder symptoms may overshadow externalizing and internalizing symptoms when considering school service supports. Results highlight the importance of evaluating autism spectrum disorder severity via multiple sources, especially in cases of unclear symptom presentation, when examining correlates of school services for youth with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318809690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

Error‐related brain activity and anxiety symptoms in youth with autism spectrum disorder / Tamara E. ROSEN in Autism Research, 11-2 (February 2018)  

Public ISBD [article]  inAutism Research > 11-2 (February 2018) . - p.342-354 Titre : Error‐related brain activity and anxiety symptoms in youth with autism spectrum disorder Type de document : texte imprimé Auteurs : Tamara E. ROSEN, Auteur ; Matthew D. LERNER, Auteur Année de publication : 2018 Article en page(s) : p.342-354 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often experience symptoms associated with generalized anxiety disorder, obsessive‐compulsive disorder, and social anxiety disorder. In other populations, these same symptoms are associated with a larger error‐related negativity (ERN), an event‐related potential that reflects endogenous threat sensitivity. As such, it is possible that the ERN may relate to the clinical presentation of anxiety in ASD. However, studies examining these associations in youth with ASD have yielded mixed results. The present study aimed to clarify this relationship by examining the ERN in relation to these specific anxiety symptoms in ASD, and by accounting for typical covariates (e.g., age, verbal abilities, depression, ASD symptoms) of the ERN. Fifty‐one youth, ages 8–17, with ASD and intact cognitive ability completed a modified Flanker task, from which the ERN component was obtained. Measures of anxiety, verbal abilities, depression, and ASD symptoms were collected from participants and parents. Results revealed that greater self‐reported social anxiety symptoms, specifically performance fears but not humiliation/rejection fears, were associated with an increased neural response to errors, as measured by the ERN. This relationship remained after controlling for other anxiety symptoms, as well as age, verbal IQ, depression symptoms, and ASD symptoms. Findings suggest that heightened threat sensitivity may be characteristic of individuals with ASD who exhibit social fearfulness. Autism Res 2018, 11: 342–354. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary The error‐related negativity (ERN) is a physiological measure of the brain's response to errors which is thought to reflect threat sensitivity and has been implicated in anxiety disorders in individuals without autism spectrum disorder (ASD). The present study revealed that the ERN is related to social anxiety symptoms, specifically performance fears, in a sample of youth with ASD. Findings suggest that heightened threat sensitivity may be characteristic of individuals with ASD who exhibit social fearfulness. En ligne : https://doi.org/10.1002/aur.1898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Error‐related brain activity and anxiety symptoms in youth with autism spectrum disorder [texte imprimé] / Tamara E. ROSEN, Auteur ; Matthew D. LERNER, Auteur . - 2018 . - p.342-354. Langues : Anglais (eng) in Autism Research > 11-2 (February 2018) . - p.342-354 Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often experience symptoms associated with generalized anxiety disorder, obsessive‐compulsive disorder, and social anxiety disorder. In other populations, these same symptoms are associated with a larger error‐related negativity (ERN), an event‐related potential that reflects endogenous threat sensitivity. As such, it is possible that the ERN may relate to the clinical presentation of anxiety in ASD. However, studies examining these associations in youth with ASD have yielded mixed results. The present study aimed to clarify this relationship by examining the ERN in relation to these specific anxiety symptoms in ASD, and by accounting for typical covariates (e.g., age, verbal abilities, depression, ASD symptoms) of the ERN. Fifty‐one youth, ages 8–17, with ASD and intact cognitive ability completed a modified Flanker task, from which the ERN component was obtained. Measures of anxiety, verbal abilities, depression, and ASD symptoms were collected from participants and parents. Results revealed that greater self‐reported social anxiety symptoms, specifically performance fears but not humiliation/rejection fears, were associated with an increased neural response to errors, as measured by the ERN. This relationship remained after controlling for other anxiety symptoms, as well as age, verbal IQ, depression symptoms, and ASD symptoms. Findings suggest that heightened threat sensitivity may be characteristic of individuals with ASD who exhibit social fearfulness. Autism Res 2018, 11: 342–354. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary The error‐related negativity (ERN) is a physiological measure of the brain's response to errors which is thought to reflect threat sensitivity and has been implicated in anxiety disorders in individuals without autism spectrum disorder (ASD). The present study revealed that the ERN is related to social anxiety symptoms, specifically performance fears, in a sample of youth with ASD. Findings suggest that heightened threat sensitivity may be characteristic of individuals with ASD who exhibit social fearfulness. En ligne : https://doi.org/10.1002/aur.1898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334

Externalizing and Internalizing Symptoms Moderate Longitudinal Patterns of Facial Emotion Recognition in Autism Spectrum Disorder / Tamara E. ROSEN in Journal of Autism and Developmental Disorders, 46-8 (August 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2621-2634 Titre : Externalizing and Internalizing Symptoms Moderate Longitudinal Patterns of Facial Emotion Recognition in Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Tamara E. ROSEN, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.2621-2634 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comorbidity  DANVA-2  Facial emotion recognition  Longitudinal assessment Index. décimale : PER Périodiques Résumé : Facial emotion recognition (FER) is thought to be a key deficit domain in autism spectrum disorder (ASD). However, the extant literature is based solely on cross-sectional studies; thus, little is known about even short-term intra-individual dynamics of FER in ASD over time. The present study sought to examine trajectories of FER in ASD youth over 18 weeks of repeated measurement, and evaluate the effects of internalizing and externalizing symptoms on these trajectories. Hierarchical Linear Modeling analyses revealed that FER errors decreased over time, even for particularly difficult stimuli. Moreover, FER improvement was enhanced by internalizing symptoms but attenuated by externalizing symptoms. Implications for models of FER development, reciprocal relations between FER and comorbidity, and intervention design and planning are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2800-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Externalizing and Internalizing Symptoms Moderate Longitudinal Patterns of Facial Emotion Recognition in Autism Spectrum Disorder [texte imprimé] / Tamara E. ROSEN, Auteur ; Matthew D. LERNER, Auteur . - p.2621-2634. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2621-2634 Mots-clés : Autism spectrum disorder  Comorbidity  DANVA-2  Facial emotion recognition  Longitudinal assessment Index. décimale : PER Périodiques Résumé : Facial emotion recognition (FER) is thought to be a key deficit domain in autism spectrum disorder (ASD). However, the extant literature is based solely on cross-sectional studies; thus, little is known about even short-term intra-individual dynamics of FER in ASD over time. The present study sought to examine trajectories of FER in ASD youth over 18 weeks of repeated measurement, and evaluate the effects of internalizing and externalizing symptoms on these trajectories. Hierarchical Linear Modeling analyses revealed that FER errors decreased over time, even for particularly difficult stimuli. Moreover, FER improvement was enhanced by internalizing symptoms but attenuated by externalizing symptoms. Implications for models of FER development, reciprocal relations between FER and comorbidity, and intervention design and planning are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2800-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

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

A transdiagnostic model of psychiatric symptom co-occurrence and autism spectrum disorder / Craig RODRIGUEZ-SEIJAS in Autism Research, 13-4 (April 2020)  

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