Behavioral inhibition and activation as a modifier process in autism spectrum disorder: Examination of self-reported BIS/BAS and alpha EEG asymmetry / Hillary K. SCHILTZ in Autism Research, 11-12 (December 2018)  

Public ISBD [article]  inAutism Research > 11-12 (December 2018) . - p.1653-1666 Titre : Behavioral inhibition and activation as a modifier process in autism spectrum disorder: Examination of self-reported BIS/BAS and alpha EEG asymmetry Type de document : texte imprimé Auteurs : Hillary K. SCHILTZ, Auteur ; Alana J. MCVEY, Auteur ; Alexander BARRINGTON, Auteur ; Angela D. HAENDEL, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Elisabeth VOGT, Auteur ; Christina C. MURPHY, Auteur ; Kelsey GONRING, Auteur ; Amy V. VAN HECKE, Auteur Article en page(s) : p.1653-1666 Langues : Anglais (eng) Mots-clés : alpha asymmetry  autism  behavioral inhibition and activation  comorbidities Index. décimale : PER Périodiques Résumé : The Modifier Model of autism spectrum disorder (ASD) suggests that phenotypic variability within ASD is rooted in modifier processes, such as the behavioral inhibition system (BIS) and behavioral activation system (BAS). Among a sample of 53 adolescents with ASD, this study examined associations between (a) self-reported BIS/BAS and frontal and parietal alpha electroencephalogram asymmetry and whether these indices related to (b) ASD severity (via the Autism Quotient), and/or (c) co-occurring anxiety and attention-deficit hyperactivity disorder (via Youth Self Report and Child Behavior Checklist). Findings showed that alpha asymmetry was associated with self-reported BAS scores, such that greater BAS was related to greater right-frontal hemisphere activation and relatively greater left-parietal hemisphere activation. Additionally, associations emerged between ASD severity and self-reported BAS and alpha asymmetry, and between anxiety symptoms and self-reported BIS and alpha asymmetry. Furthermore, mediation analyses revealed that BAS mediated the association between asymmetry and autism severity. Therefore, alpha asymmetry and BIS/BAS activity may provide insight into how ASD presents in adolescence as well as who might be at greater risk for developing co-occurring psychopathologies. This study highlights the importance of considering motivational systems to elucidate individual differences among youth with ASD and working toward the longer term goal of better understanding differential responses to treatment. Autism Research 2018, 11: 1653-1666. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Differences in the likelihood to avoid (behavioral inhibition system; BIS) or approach (behavioral activation system; BAS) situations are thought to relate to patterns of brain activity (via electroencephalogram asymmetry asymmetry). This study revealed that these tendencies may influence the presentation of autism spectrum disorder (ASD) and symptoms of anxiety in adolescents with ASD. En ligne : http://dx.doi.org/10.1002/aur.2016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Behavioral inhibition and activation as a modifier process in autism spectrum disorder: Examination of self-reported BIS/BAS and alpha EEG asymmetry [texte imprimé] / Hillary K. SCHILTZ, Auteur ; Alana J. MCVEY, Auteur ; Alexander BARRINGTON, Auteur ; Angela D. HAENDEL, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Elisabeth VOGT, Auteur ; Christina C. MURPHY, Auteur ; Kelsey GONRING, Auteur ; Amy V. VAN HECKE, Auteur . - p.1653-1666. Langues : Anglais (eng) in Autism Research > 11-12 (December 2018) . - p.1653-1666 Mots-clés : alpha asymmetry  autism  behavioral inhibition and activation  comorbidities Index. décimale : PER Périodiques Résumé : The Modifier Model of autism spectrum disorder (ASD) suggests that phenotypic variability within ASD is rooted in modifier processes, such as the behavioral inhibition system (BIS) and behavioral activation system (BAS). Among a sample of 53 adolescents with ASD, this study examined associations between (a) self-reported BIS/BAS and frontal and parietal alpha electroencephalogram asymmetry and whether these indices related to (b) ASD severity (via the Autism Quotient), and/or (c) co-occurring anxiety and attention-deficit hyperactivity disorder (via Youth Self Report and Child Behavior Checklist). Findings showed that alpha asymmetry was associated with self-reported BAS scores, such that greater BAS was related to greater right-frontal hemisphere activation and relatively greater left-parietal hemisphere activation. Additionally, associations emerged between ASD severity and self-reported BAS and alpha asymmetry, and between anxiety symptoms and self-reported BIS and alpha asymmetry. Furthermore, mediation analyses revealed that BAS mediated the association between asymmetry and autism severity. Therefore, alpha asymmetry and BIS/BAS activity may provide insight into how ASD presents in adolescence as well as who might be at greater risk for developing co-occurring psychopathologies. This study highlights the importance of considering motivational systems to elucidate individual differences among youth with ASD and working toward the longer term goal of better understanding differential responses to treatment. Autism Research 2018, 11: 1653-1666. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Differences in the likelihood to avoid (behavioral inhibition system; BIS) or approach (behavioral activation system; BAS) situations are thought to relate to patterns of brain activity (via electroencephalogram asymmetry asymmetry). This study revealed that these tendencies may influence the presentation of autism spectrum disorder (ASD) and symptoms of anxiety in adolescents with ASD. En ligne : http://dx.doi.org/10.1002/aur.2016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations / Jessica E. TSCHIDA in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2904-2923 Titre : Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations Type de document : texte imprimé Auteurs : Jessica E. TSCHIDA, Auteur ; Leanne MOORE, Auteur ; Amy C. POWELL, Auteur ; Kirsten WILLAR, Auteur ; Jyothika KALATTURU, Auteur ; Aria KINGSTROM, Auteur ; Izza PEERAN, Auteur ; Amy DRAHOTA, Auteur Article en page(s) : p.2904-2923 Langues : Anglais (eng) Mots-clés : autistic disorder  anxiety  mental health  evidence-based practice  professional practice gaps  adaptation Index. décimale : PER Périodiques Résumé : Differences between research and community care settings contribute to a research-to-practice gap. Engaging community partners in intervention adaptation may better align mental health evidence-based practices (MH-EBPs) with community-based settings and intervention recipients. This study utilized a community-engaged intervention adaptation method (i.e., Adapted Method for Program Adaptation through Community Engagement [AM-PACE]) to develop a community-adapted version of Behavioral Interventions for Anxiety in Children with Autism (BIACA). A Community Advisory Board provided ongoing input about study procedures and results. A mixed methods design was used to obtain community members’ ratings of implementation outcomes and perspectives regarding facilitators, barriers, and possible improvements. Thereafter, a sample of community providers (n = 188) comparatively evaluated the original BIACA and community-adapted BIACA. Community-based data were collected in the United States from July 2024 to August 2025. Adaptations to BIACA suggested by the community included three domains: content, delivery, and training/evaluation. Comparative analyses found community providers rated the community-adapted BIACA as more acceptable and appropriate and reported higher intent to use compared to the original BIACA (p’s < .05, d’s > .17). Adaptations identified through community engagement may enhance the potential for MH-EBPs, such as BIACA, to be implemented in community-based settings.Lay Abstract Anxiety is common among autistic children and can interfere with daily life, school, and relationships. Cognitive behavioral therapy (CBT) is an effective therapy for anxiety, and there are well-established CBT programs designed specifically for autistic youth. However, programs that work well in research settings do not always fit easily into real-world community organizations, such as community mental health centers and outpatient clinics. One reason for this is that autistic youth and adults, caregivers, and community providers are not always involved in shaping how these programs are developed. This study focused on adapting an existing anxiety therapy program for autistic children—Behavioral Interventions for Anxiety in Children with Autism (BIACA)—so that it better fits with the characteristics of community-based settings. The research team used a community-engaged approach, which means that community members were actively involved in reviewing the program and suggesting changes. A Community Advisory Board made up of community members provided guidance throughout the study. In addition, nearly 200 community-based mental health providers reviewed both the original version of BIACA and the adapted version without knowing which was which. We collected community-based data in the United States between July 2024 and August 2025. Community members suggested changes to the therapy’s content, how it is delivered, and how providers are trained and supported to use it. When providers compared the original version of the therapy and the version incorporating the community-suggested changes, they rated the community-adapted version as more acceptable, more appropriate, and more likely to be used in practice. Overall, this study shows that involving community partners to adapt mental health therapies may lead to therapies that providers are more willing and able to use. Community engagement may be a key step in helping effective anxiety therapies reach more autistic youth in everyday care settings. En ligne : https://dx.doi.org/10.1177/13623613261484649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations [texte imprimé] / Jessica E. TSCHIDA, Auteur ; Leanne MOORE, Auteur ; Amy C. POWELL, Auteur ; Kirsten WILLAR, Auteur ; Jyothika KALATTURU, Auteur ; Aria KINGSTROM, Auteur ; Izza PEERAN, Auteur ; Amy DRAHOTA, Auteur . - p.2904-2923. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2904-2923 Mots-clés : autistic disorder  anxiety  mental health  evidence-based practice  professional practice gaps  adaptation Index. décimale : PER Périodiques Résumé : Differences between research and community care settings contribute to a research-to-practice gap. Engaging community partners in intervention adaptation may better align mental health evidence-based practices (MH-EBPs) with community-based settings and intervention recipients. This study utilized a community-engaged intervention adaptation method (i.e., Adapted Method for Program Adaptation through Community Engagement [AM-PACE]) to develop a community-adapted version of Behavioral Interventions for Anxiety in Children with Autism (BIACA). A Community Advisory Board provided ongoing input about study procedures and results. A mixed methods design was used to obtain community members’ ratings of implementation outcomes and perspectives regarding facilitators, barriers, and possible improvements. Thereafter, a sample of community providers (n = 188) comparatively evaluated the original BIACA and community-adapted BIACA. Community-based data were collected in the United States from July 2024 to August 2025. Adaptations to BIACA suggested by the community included three domains: content, delivery, and training/evaluation. Comparative analyses found community providers rated the community-adapted BIACA as more acceptable and appropriate and reported higher intent to use compared to the original BIACA (p’s < .05, d’s > .17). Adaptations identified through community engagement may enhance the potential for MH-EBPs, such as BIACA, to be implemented in community-based settings.Lay Abstract Anxiety is common among autistic children and can interfere with daily life, school, and relationships. Cognitive behavioral therapy (CBT) is an effective therapy for anxiety, and there are well-established CBT programs designed specifically for autistic youth. However, programs that work well in research settings do not always fit easily into real-world community organizations, such as community mental health centers and outpatient clinics. One reason for this is that autistic youth and adults, caregivers, and community providers are not always involved in shaping how these programs are developed. This study focused on adapting an existing anxiety therapy program for autistic children—Behavioral Interventions for Anxiety in Children with Autism (BIACA)—so that it better fits with the characteristics of community-based settings. The research team used a community-engaged approach, which means that community members were actively involved in reviewing the program and suggesting changes. A Community Advisory Board made up of community members provided guidance throughout the study. In addition, nearly 200 community-based mental health providers reviewed both the original version of BIACA and the adapted version without knowing which was which. We collected community-based data in the United States between July 2024 and August 2025. Community members suggested changes to the therapy’s content, how it is delivered, and how providers are trained and supported to use it. When providers compared the original version of the therapy and the version incorporating the community-suggested changes, they rated the community-adapted version as more acceptable, more appropriate, and more likely to be used in practice. Overall, this study shows that involving community partners to adapt mental health therapies may lead to therapies that providers are more willing and able to use. Community engagement may be a key step in helping effective anxiety therapies reach more autistic youth in everyday care settings. En ligne : https://dx.doi.org/10.1177/13623613261484649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD / Alana J. MCVEY in Journal of Autism and Developmental Disorders, 47-7 (July 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2282-2289 Titre : Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD Type de document : texte imprimé Auteurs : Alana J. MCVEY, Auteur ; Hillary K. SCHILTZ, Auteur ; Angela D. HAENDEL, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth VOGT, Auteur ; Amy Vaughan VAN HECKE, Auteur Article en page(s) : p.2282-2289 Langues : Anglais (eng) Mots-clés : Autism  ASD  Females  Intervention  Social skills Index. décimale : PER Périodiques Résumé : A paucity of research has been conducted to examine the effect of social skills intervention on females with ASD. Females with ASD may have more difficulty developing meaningful friendships than males, as the social climate can be more complex (Archer, Coyne, Personality and Social Psychology Review 9(3):212–230, 2005). This study examined whether treatment response among females differed from males. One hundred and seventy-seven adolescents and young adults with ASD (N = 177) participated in this study. When analyzed by group, no significant differences by gender emerged: PEERS® knowledge (TASSK/TYASSK, p = .494), direct interactions (QSQ, p = .762), or social responsiveness (SRS, p = .689; SSIS-RS, p = .482). Thus, females and males with ASD respond similarly to the PEERS® intervention. En ligne : https://doi.org/10.1007/s10803-017-3121-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD [texte imprimé] / Alana J. MCVEY, Auteur ; Hillary K. SCHILTZ, Auteur ; Angela D. HAENDEL, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth VOGT, Auteur ; Amy Vaughan VAN HECKE, Auteur . - p.2282-2289. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2282-2289 Mots-clés : Autism  ASD  Females  Intervention  Social skills Index. décimale : PER Périodiques Résumé : A paucity of research has been conducted to examine the effect of social skills intervention on females with ASD. Females with ASD may have more difficulty developing meaningful friendships than males, as the social climate can be more complex (Archer, Coyne, Personality and Social Psychology Review 9(3):212–230, 2005). This study examined whether treatment response among females differed from males. One hundred and seventy-seven adolescents and young adults with ASD (N = 177) participated in this study. When analyzed by group, no significant differences by gender emerged: PEERS® knowledge (TASSK/TYASSK, p = .494), direct interactions (QSQ, p = .762), or social responsiveness (SRS, p = .689; SSIS-RS, p = .482). Thus, females and males with ASD respond similarly to the PEERS® intervention. En ligne : https://doi.org/10.1007/s10803-017-3121-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Changes in Depressive Symptoms Among Adolescents with ASD Completing the PEERS((R)) Social Skills Intervention / Hillary K. SCHILTZ in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.834-843 Titre : Changes in Depressive Symptoms Among Adolescents with ASD Completing the PEERS((R)) Social Skills Intervention Type de document : texte imprimé Auteurs : Hillary K. SCHILTZ, Auteur ; Alana J. MCVEY, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth M. VOGT, Auteur ; Brianna D. YUND, Auteur ; Amy V. VAN HECKE, Auteur Année de publication : 2018 Article en page(s) : p.834-843 Langues : Anglais (eng) Mots-clés : Adolescence  Autism spectrum disorder  Depression  Social skills intervention  Suicidality Index. décimale : PER Périodiques Résumé : Depression is a common concern among people with autism spectrum disorder (ASD) and is often associated with social skills and relationship challenges. The present data, from a randomized controlled trial, examined the effect of PEERS((R)) on self-reported depressive symptoms via the Children's Depression Inventory (CDI) among 49 adolescents with ASD. Findings revealed that many CDI subscale scores declined (p's < 0.05) and were related to direct social contact on the Quality of Socialization Questionnaire at posttest (p's < 0.05). Exploratory analyses uncovered that suicidality was less evident following PEERS((R)). Findings support the notion that social functioning and depression may be intimately intertwined in ASD; therefore, bolstering social skills in ASD may positively influence other domains of functioning, including mental health. En ligne : https://doi.org/10.1007/s10803-017-3396-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Changes in Depressive Symptoms Among Adolescents with ASD Completing the PEERS((R)) Social Skills Intervention [texte imprimé] / Hillary K. SCHILTZ, Auteur ; Alana J. MCVEY, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth M. VOGT, Auteur ; Brianna D. YUND, Auteur ; Amy V. VAN HECKE, Auteur . - 2018 . - p.834-843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.834-843 Mots-clés : Adolescence  Autism spectrum disorder  Depression  Social skills intervention  Suicidality Index. décimale : PER Périodiques Résumé : Depression is a common concern among people with autism spectrum disorder (ASD) and is often associated with social skills and relationship challenges. The present data, from a randomized controlled trial, examined the effect of PEERS((R)) on self-reported depressive symptoms via the Children's Depression Inventory (CDI) among 49 adolescents with ASD. Findings revealed that many CDI subscale scores declined (p's < 0.05) and were related to direct social contact on the Quality of Socialization Questionnaire at posttest (p's < 0.05). Exploratory analyses uncovered that suicidality was less evident following PEERS((R)). Findings support the notion that social functioning and depression may be intimately intertwined in ASD; therefore, bolstering social skills in ASD may positively influence other domains of functioning, including mental health. En ligne : https://doi.org/10.1007/s10803-017-3396-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Examining the Links Between Challenging Behaviors in Youth with ASD and Parental Stress, Mental Health, and Involvement: Applying an Adaptation of the Family Stress Model to Families of Youth with ASD / Hillary K. SCHILTZ in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1169-1180 Titre : Examining the Links Between Challenging Behaviors in Youth with ASD and Parental Stress, Mental Health, and Involvement: Applying an Adaptation of the Family Stress Model to Families of Youth with ASD Type de document : texte imprimé Auteurs : Hillary K. SCHILTZ, Auteur ; Alana J. MCVEY, Auteur ; Brooke E. MAGNUS, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth VOGT, Auteur ; Amy V. VAN HECKE, Auteur Article en page(s) : p.1169-1180 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Families  Parenting  Social skills intervention  Stress Index. décimale : PER Périodiques Résumé : Raising a child with autism spectrum disorder (ASD) poses unique challenges that may impact parents' mental health and parenting experiences. The current study analyzed self-report data from 77 parents of youth with ASD. A serial multiple mediation model revealed that parenting stress (SIPA) and parental mental health (BAI and BDI-II) appears to be impacted by challenging adolescent behaviors (SSIS-PBs) and, in turn, affect parental involvement (PRQ), controlling for social skills (SSIS-SSs). Further, the study explored the malleability of parents' mental health over the course of a social skills intervention, and provides modest evidence that parent depressive symptoms decline across intervention. This study illustrates the importance of considering the entire family system in research on youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3446-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351 [article] Examining the Links Between Challenging Behaviors in Youth with ASD and Parental Stress, Mental Health, and Involvement: Applying an Adaptation of the Family Stress Model to Families of Youth with ASD [texte imprimé] / Hillary K. SCHILTZ, Auteur ; Alana J. MCVEY, Auteur ; Brooke E. MAGNUS, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth VOGT, Auteur ; Amy V. VAN HECKE, Auteur . - p.1169-1180. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1169-1180 Mots-clés : Autism spectrum disorder  Families  Parenting  Social skills intervention  Stress Index. décimale : PER Périodiques Résumé : Raising a child with autism spectrum disorder (ASD) poses unique challenges that may impact parents' mental health and parenting experiences. The current study analyzed self-report data from 77 parents of youth with ASD. A serial multiple mediation model revealed that parenting stress (SIPA) and parental mental health (BAI and BDI-II) appears to be impacted by challenging adolescent behaviors (SSIS-PBs) and, in turn, affect parental involvement (PRQ), controlling for social skills (SSIS-SSs). Further, the study explored the malleability of parents' mental health over the course of a social skills intervention, and provides modest evidence that parent depressive symptoms decline across intervention. This study illustrates the importance of considering the entire family system in research on youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3446-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351

Group Cognitive Behavior Therapy for Children and Adolescents With Anxiety and Autism Spectrum Disorders / Judy REAVEN  

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A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder / Alana J. MCVEY in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

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Social difficulties in youth with autism with and without anxiety and ADHD symptoms / Alana J. MCVEY in Autism Research, 11-12 (December 2018)  

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