Brief Report: Developmental Trajectories of Adaptive Behavior in Children and Adolescents with ASD / Allison T. MEYER in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2870-2878 Titre : Brief Report: Developmental Trajectories of Adaptive Behavior in Children and Adolescents with ASD Type de document : texte imprimé Auteurs : Allison T. MEYER, Auteur ; Patrick S. POWELL, Auteur ; Nicole BUTERA, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.2870-2878 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism  Developmental trajectories Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) have significant difficulties with adaptive behavior skills including daily living and functional communication skills. Few studies have examined the developmental trajectory of adaptive behavior across childhood and adolescence. The present study examined longitudinal trajectories of adaptive behavior in a community-based clinic sample of 186 individuals with ASD. The overall pattern indicated an initial increase in adaptive behavior during early childhood followed by a plateau in skills during adolescence for individuals of all IQ groups. Given the importance of adaptive behavior for employment and quality of life, this study emphasizes the importance of targeting adaptive behavior during adolescence to insure continued gains. En ligne : http://dx.doi.org/10.1007/s10803-018-3538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Brief Report: Developmental Trajectories of Adaptive Behavior in Children and Adolescents with ASD [texte imprimé] / Allison T. MEYER, Auteur ; Patrick S. POWELL, Auteur ; Nicole BUTERA, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur . - p.2870-2878. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2870-2878 Mots-clés : Adaptive behavior  Autism  Developmental trajectories Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) have significant difficulties with adaptive behavior skills including daily living and functional communication skills. Few studies have examined the developmental trajectory of adaptive behavior across childhood and adolescence. The present study examined longitudinal trajectories of adaptive behavior in a community-based clinic sample of 186 individuals with ASD. The overall pattern indicated an initial increase in adaptive behavior during early childhood followed by a plateau in skills during adolescence for individuals of all IQ groups. Given the importance of adaptive behavior for employment and quality of life, this study emphasizes the importance of targeting adaptive behavior during adolescence to insure continued gains. En ligne : http://dx.doi.org/10.1007/s10803-018-3538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

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 M. 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 M. 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

Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial / Katherine PICKARD ; Allison T. MEYER ; Lisa HAYUTIN ; Caitlin MIDDLETON ; Nuri M. REYES ; Tanea TANDA ; Aubyn STAHMER ; Audrey BLAKELEY-SMITH ; Richard BOLES in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.484?497 Titre : Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial Type de document : texte imprimé Auteurs : Katherine PICKARD, Auteur ; Allison T. MEYER, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Nuri M. REYES, Auteur ; Tanea TANDA, Auteur ; Aubyn STAHMER, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Richard BOLES, Auteur Article en page(s) : p.484?497 Mots-clés : anxiety  autism spectrum disorders  education services  interventions?psychosocial/behavioral  school-age children Index. décimale : PER Périodiques Résumé : Autistic youth frequently experience interfering anxiety, and schools may be an ideal setting to deliver mental health care. A type 1 hybrid-effectiveness, cluster randomized trial was used to examine the effectiveness of school-based Facing Your Fears compared to usual care. Change in provider cognitive behavior therapy knowledge and treatment fidelity (adherence and provider competence) were also examined. Seventy-seven interdisciplinary school providers across 25 elementary/middle schools were trained via a train-the-trainer approach. Eighty-one students, ages 8 14 years, with autism or suspected autism and anxiety participated. Students who received school-based Facing Your Fears displayed significantly greater reductions in anxiety compared to students in usual care according to caregiver and child report (Screen for Anxiety and Related Emotional Disorders). Significant reductions in total anxiety (p 0.012), separation (p 0.002), and social anxiety (p 0.003) subscales occurred, according to parent report. Student self-report indicated significant reductions on the social anxiety subscales (p 0.001). Interdisciplinary school providers demonstrated significantly increased cognitive behavior therapy knowledge following training (p?< 0.001). Mean adherence and competence ratings were strong. The positive effectiveness and implementation outcomes are encouraging. Training interdisciplinary school providers to deliver school-based Facing Your Fears has the potential to increase access to care for anxious autistic students. Future directions and limitations are discussed. Lay Abstract Autistic youth frequently experience anxiety that can negatively affect them at home, with friends, and at school. Autistic youth have difficulty accessing mental health care, and this is particularly true for youth from traditionally underserved backgrounds. Providing mental health programs in schools may increase access to care for autistic youth with anxiety. The purpose of the study was to train interdisciplinary school providers to deliver school-based Facing Your Fears, a cognitive behavior therapy program for anxiety in autistic youth. Seventy-seven interdisciplinary school providers across 25 elementary/middle schools were trained by their colleagues and members of the research (train-the-trainer approach). Eighty-one students with autism or suspected autism, ages 8 14 years, were randomly assigned to either school-based Facing Your Fears or usual care. Students in school-based Facing Your Fears showed significant reductions in anxiety compared to students in usual care according to caregiver and student report. Other measures involved examining change in provider cognitive behavior therapy knowledge after training and determining how well interdisciplinary school providers were able to deliver school-based Facing Your Fears. Results indicated that interdisciplinary school providers showed significant improvements in cognitive behavior therapy knowledge after training. Interdisciplinary school providers were able to deliver most of school-based Facing Your Fears activities and with good quality. The positive outcomes in this study are encouraging. Training interdisciplinary school providers to deliver school-based Facing Your Fears may increase access to care for anxious autistic students. Future directions and limitations are discussed. En ligne : https://dx.doi.org/10.1177/13623613231175951 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial [texte imprimé] / Katherine PICKARD, Auteur ; Allison T. MEYER, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Nuri M. REYES, Auteur ; Tanea TANDA, Auteur ; Aubyn STAHMER, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Richard BOLES, Auteur . - p.484?497. in Autism > 28-2 (February 2024) . - p.484?497 Mots-clés : anxiety  autism spectrum disorders  education services  interventions?psychosocial/behavioral  school-age children Index. décimale : PER Périodiques Résumé : Autistic youth frequently experience interfering anxiety, and schools may be an ideal setting to deliver mental health care. A type 1 hybrid-effectiveness, cluster randomized trial was used to examine the effectiveness of school-based Facing Your Fears compared to usual care. Change in provider cognitive behavior therapy knowledge and treatment fidelity (adherence and provider competence) were also examined. Seventy-seven interdisciplinary school providers across 25 elementary/middle schools were trained via a train-the-trainer approach. Eighty-one students, ages 8 14 years, with autism or suspected autism and anxiety participated. Students who received school-based Facing Your Fears displayed significantly greater reductions in anxiety compared to students in usual care according to caregiver and child report (Screen for Anxiety and Related Emotional Disorders). Significant reductions in total anxiety (p 0.012), separation (p 0.002), and social anxiety (p 0.003) subscales occurred, according to parent report. Student self-report indicated significant reductions on the social anxiety subscales (p 0.001). Interdisciplinary school providers demonstrated significantly increased cognitive behavior therapy knowledge following training (p?< 0.001). Mean adherence and competence ratings were strong. The positive effectiveness and implementation outcomes are encouraging. Training interdisciplinary school providers to deliver school-based Facing Your Fears has the potential to increase access to care for anxious autistic students. Future directions and limitations are discussed. Lay Abstract Autistic youth frequently experience anxiety that can negatively affect them at home, with friends, and at school. Autistic youth have difficulty accessing mental health care, and this is particularly true for youth from traditionally underserved backgrounds. Providing mental health programs in schools may increase access to care for autistic youth with anxiety. The purpose of the study was to train interdisciplinary school providers to deliver school-based Facing Your Fears, a cognitive behavior therapy program for anxiety in autistic youth. Seventy-seven interdisciplinary school providers across 25 elementary/middle schools were trained by their colleagues and members of the research (train-the-trainer approach). Eighty-one students with autism or suspected autism, ages 8 14 years, were randomly assigned to either school-based Facing Your Fears or usual care. Students in school-based Facing Your Fears showed significant reductions in anxiety compared to students in usual care according to caregiver and student report. Other measures involved examining change in provider cognitive behavior therapy knowledge after training and determining how well interdisciplinary school providers were able to deliver school-based Facing Your Fears. Results indicated that interdisciplinary school providers showed significant improvements in cognitive behavior therapy knowledge after training. Interdisciplinary school providers were able to deliver most of school-based Facing Your Fears activities and with good quality. The positive outcomes in this study are encouraging. Training interdisciplinary school providers to deliver school-based Facing Your Fears may increase access to care for anxious autistic students. Future directions and limitations are discussed. En ligne : https://dx.doi.org/10.1177/13623613231175951 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

The Relationship Between the Childhood Autism Rating Scale: Second Edition and Clinical Diagnosis Utilizing the DSM-IV-TR and the DSM-5 / Tamara DAWKINS in Journal of Autism and Developmental Disorders, 46-10 (October 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3361-3368 Titre : The Relationship Between the Childhood Autism Rating Scale: Second Edition and Clinical Diagnosis Utilizing the DSM-IV-TR and the DSM-5 Type de document : texte imprimé Auteurs : Tamara DAWKINS, Auteur ; Allison T. MEYER, Auteur ; Mary E. VAN BOURGONDIEN, Auteur Article en page(s) : p.3361-3368 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Diagnosis  CARS2  DSM-IV-TR  DSM-5 Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale, Second Edition (CARS2; 2010) includes two rating scales; the CARS2-Standard Version (CARS2-ST) and the newly developed CARS2-High Functioning Version (CARS2-HF). To assess the diagnostic agreement between the CARS2 and DSM-IV-TR versus DSM-5 criteria for Autism Spectrum Disorder (ASD), clinicians at community based centers of the University of North Carolina TEACCH Autism Program rated participants seen for a diagnostic evaluation on symptoms of autism using both the DSM-IV-TR and DSM-5 criteria and either the CARS2-HF or the CARS2-ST. Findings suggest that overall, the diagnostic agreement of the CARS2 remains high across DSM-IV and DSM-5 criteria for autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2860-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] The Relationship Between the Childhood Autism Rating Scale: Second Edition and Clinical Diagnosis Utilizing the DSM-IV-TR and the DSM-5 [texte imprimé] / Tamara DAWKINS, Auteur ; Allison T. MEYER, Auteur ; Mary E. VAN BOURGONDIEN, Auteur . - p.3361-3368. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3361-3368 Mots-clés : Autism Spectrum Disorder  Diagnosis  CARS2  DSM-IV-TR  DSM-5 Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale, Second Edition (CARS2; 2010) includes two rating scales; the CARS2-Standard Version (CARS2-ST) and the newly developed CARS2-High Functioning Version (CARS2-HF). To assess the diagnostic agreement between the CARS2 and DSM-IV-TR versus DSM-5 criteria for Autism Spectrum Disorder (ASD), clinicians at community based centers of the University of North Carolina TEACCH Autism Program rated participants seen for a diagnostic evaluation on symptoms of autism using both the DSM-IV-TR and DSM-5 criteria and either the CARS2-HF or the CARS2-ST. Findings suggest that overall, the diagnostic agreement of the CARS2 remains high across DSM-IV and DSM-5 criteria for autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2860-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

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)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.640-653 Titre : Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings Type de document : texte imprimé Auteurs : Katherine PICKARD, Auteur ; Allison T. MEYER, Auteur ; Nuri M. REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur Article en page(s) : p.640-653 Langues : Anglais (eng) Mots-clés : Adolescent  Anxiety/psychology/therapy  Autism Spectrum Disorder/psychology/therapy  Autistic Disorder/therapy  Cognitive Behavioral Therapy/methods  Humans  Students  anxiety  autism spectrum disorders  health services  interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings [texte imprimé] / Katherine PICKARD, Auteur ; Allison T. MEYER, Auteur ; Nuri M. REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur . - p.640-653. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.640-653 Mots-clés : Adolescent  Anxiety/psychology/therapy  Autism Spectrum Disorder/psychology/therapy  Autistic Disorder/therapy  Cognitive Behavioral Therapy/methods  Humans  Students  anxiety  autism spectrum disorders  health services  interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

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