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

Examining the sustained use of a cognitive behavioral therapy program for youth with autism spectrum disorder and co-occurring anxiety / Katherine PICKARD in Research in Autism Spectrum Disorders, 73 (May 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 73 (May 2019) . - 101532 Titre : Examining the sustained use of a cognitive behavioral therapy program for youth with autism spectrum disorder and co-occurring anxiety Type de document : texte imprimé Auteurs : Katherine PICKARD, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Richard BOLES, Auteur ; Amie DUNCAN, Auteur ; Amy KEEFER, Auteur ; Sarah O’KELLEY, Auteur ; Judy REAVEN, Auteur Article en page(s) : 101532 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Anxiety  Cognitive behavioral therapy  Sustainability Index. décimale : PER Périodiques Résumé : Background Cognitive behavior therapy (CBT) for youth with autism spectrum disorder (ASD) and anxiety has a strong evidence base. However, few studies have examined clinicians’ sustained use of CBT programs after training efforts have ended. The present study is a follow-up to a clinical trial that examined the implementation and treatment outcomes in response to a group CBT program for youth with ASD and co-occurring anxiety (i.e., Facing Your Fears; FYF). This study uses a mixed-methods approach to understand: 1) the percentage of clinicians who continue to use FYF at least four years after being trained in the program (i.e., sustainment); 2) adaptations that have been made to FYF in order to sustain its fit within clinical settings; and 3) factors that influence clinicians’ sustained use of FYF. Method Thirty of 34 clinicians who were initially trained to use FYF responded to a mixed-methods survey asking about their sustained use of the program, adaptations made to FYF, attitudes towards FYF, and perceived barriers to continued FYF use. Results Results demonstrated that a majority of clinicians reported that they continue to use the FYF program. Clinicians described that they continue to use FYF due to their perceptions of the program’s effectiveness, ease of use, and compatibility, but also made a variety of adaptations to FYF. Conclusion Results from the present study help to better understand factors impacting the sustained use of CBT for youth with ASD. They also highlight the importance of proactive efforts within clinical training to plan for intervention adaptation and to consider factors likely to impact program sustainment. En ligne : https://doi.org/10.1016/j.rasd.2020.101532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Examining the sustained use of a cognitive behavioral therapy program for youth with autism spectrum disorder and co-occurring anxiety [texte imprimé] / Katherine PICKARD, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Richard BOLES, Auteur ; Amie DUNCAN, Auteur ; Amy KEEFER, Auteur ; Sarah O’KELLEY, Auteur ; Judy REAVEN, Auteur . - 101532. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101532 Mots-clés : Autism spectrum disorder (ASD)  Anxiety  Cognitive behavioral therapy  Sustainability Index. décimale : PER Périodiques Résumé : Background Cognitive behavior therapy (CBT) for youth with autism spectrum disorder (ASD) and anxiety has a strong evidence base. However, few studies have examined clinicians’ sustained use of CBT programs after training efforts have ended. The present study is a follow-up to a clinical trial that examined the implementation and treatment outcomes in response to a group CBT program for youth with ASD and co-occurring anxiety (i.e., Facing Your Fears; FYF). This study uses a mixed-methods approach to understand: 1) the percentage of clinicians who continue to use FYF at least four years after being trained in the program (i.e., sustainment); 2) adaptations that have been made to FYF in order to sustain its fit within clinical settings; and 3) factors that influence clinicians’ sustained use of FYF. Method Thirty of 34 clinicians who were initially trained to use FYF responded to a mixed-methods survey asking about their sustained use of the program, adaptations made to FYF, attitudes towards FYF, and perceived barriers to continued FYF use. Results Results demonstrated that a majority of clinicians reported that they continue to use the FYF program. Clinicians described that they continue to use FYF due to their perceptions of the program’s effectiveness, ease of use, and compatibility, but also made a variety of adaptations to FYF. Conclusion Results from the present study help to better understand factors impacting the sustained use of CBT for youth with ASD. They also highlight the importance of proactive efforts within clinical training to plan for intervention adaptation and to consider factors likely to impact program sustainment. En ligne : https://doi.org/10.1016/j.rasd.2020.101532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

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

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