Self-guided mindfulness and cognitive behavioural practices reduce anxiety in autistic adults: A pilot 8-month waitlist-controlled trial of widely available online tools / Sebastian B. GAIGG in Autism, 24-4 (May 2020)  

Public ISBD [article]  inAutism > 24-4 (May 2020) . - p.867-883 Titre : Self-guided mindfulness and cognitive behavioural practices reduce anxiety in autistic adults: A pilot 8-month waitlist-controlled trial of widely available online tools Type de document : texte imprimé Auteurs : Sebastian B. GAIGG, Auteur ; Paul E. FLAXMAN, Auteur ; Gracie MCLAVEN, Auteur ; Ritika SHAH, Auteur ; Dermot M. BOWLER, Auteur ; Brenda J. MEYER, Auteur ; Amanda ROESTORF, Auteur ; Corinna HAENSCHEL, Auteur ; Jacqui RODGERS, Auteur ; Mikle SOUTH, Auteur Article en page(s) : p.867-883 Langues : Anglais (eng) Mots-clés : anxiety  autism  cognitive-behavioural therapy  mindfulness  online Index. décimale : PER Périodiques Résumé : Anxiety in autism is an important target for psychological therapies because it is very common and because it significantly impacts upon quality of life and well-being. Growing evidence suggests that cognitive behaviour therapies and mindfulness-based therapies can help autistic individuals learn to manage feelings of anxiety but access to such therapies remains problematic. In the current pilot study, we examined whether existing online cognitive behaviour therapy and mindfulness-based therapy self-help tools can help reduce anxiety in autistic adults. Specifically, 35 autistic adults were asked to try either an existing online cognitive behaviour therapy (n = 16) or mindfulness-based therapy (n = 19) programme while a further 19 autistic adults served as a waitlist comparison group. A first important finding was that 23 of the 35 (66%) participants who tried the online tools completed them, suggesting that such tools are, in principle, acceptable to many autistic adults. In addition, adults in the cognitive behaviour therapy and mindfulness-based therapy conditions reported significant decreases in anxiety over 3 and to some extent also 6 months that were less apparent in the waitlist group of participants. On broader measures of mental health and well-being, the benefits of the online tools were less apparent. Overall, the results suggest that online self-help cognitive behaviour therapy and mindfulness-based therapy tools should be explored further as a means of providing cost-effective mental health support to at least those autistic individuals who can engage effectively with such online tools. En ligne : http://dx.doi.org/10.1177/1362361320909184 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Self-guided mindfulness and cognitive behavioural practices reduce anxiety in autistic adults: A pilot 8-month waitlist-controlled trial of widely available online tools [texte imprimé] / Sebastian B. GAIGG, Auteur ; Paul E. FLAXMAN, Auteur ; Gracie MCLAVEN, Auteur ; Ritika SHAH, Auteur ; Dermot M. BOWLER, Auteur ; Brenda J. MEYER, Auteur ; Amanda ROESTORF, Auteur ; Corinna HAENSCHEL, Auteur ; Jacqui RODGERS, Auteur ; Mikle SOUTH, Auteur . - p.867-883. Langues : Anglais (eng) in Autism > 24-4 (May 2020) . - p.867-883 Mots-clés : anxiety  autism  cognitive-behavioural therapy  mindfulness  online Index. décimale : PER Périodiques Résumé : Anxiety in autism is an important target for psychological therapies because it is very common and because it significantly impacts upon quality of life and well-being. Growing evidence suggests that cognitive behaviour therapies and mindfulness-based therapies can help autistic individuals learn to manage feelings of anxiety but access to such therapies remains problematic. In the current pilot study, we examined whether existing online cognitive behaviour therapy and mindfulness-based therapy self-help tools can help reduce anxiety in autistic adults. Specifically, 35 autistic adults were asked to try either an existing online cognitive behaviour therapy (n = 16) or mindfulness-based therapy (n = 19) programme while a further 19 autistic adults served as a waitlist comparison group. A first important finding was that 23 of the 35 (66%) participants who tried the online tools completed them, suggesting that such tools are, in principle, acceptable to many autistic adults. In addition, adults in the cognitive behaviour therapy and mindfulness-based therapy conditions reported significant decreases in anxiety over 3 and to some extent also 6 months that were less apparent in the waitlist group of participants. On broader measures of mental health and well-being, the benefits of the online tools were less apparent. Overall, the results suggest that online self-help cognitive behaviour therapy and mindfulness-based therapy tools should be explored further as a means of providing cost-effective mental health support to at least those autistic individuals who can engage effectively with such online tools. En ligne : http://dx.doi.org/10.1177/1362361320909184 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

What Can Performance in the IEDS Task Tell Us About Attention Shifting in Clinical Groups? / James M. YEARSLEY in Autism Research, 14-6 (June 2021)  

Public ISBD [article]  inAutism Research > 14-6 (June 2021) . - p.1237-1251 Titre : What Can Performance in the IEDS Task Tell Us About Attention Shifting in Clinical Groups? Type de document : texte imprimé Auteurs : James M. YEARSLEY, Auteur ; Sebastian B. GAIGG, Auteur ; Dermot M. BOWLER, Auteur ; Melanie RING, Auteur ; Corinna HAENSCHEL, Auteur Article en page(s) : p.1237-1251 Langues : Anglais (eng) Mots-clés : Attention  Autism Spectrum Disorder  Autistic Disorder  Executive Function  Humans  Schizophrenia  Asd  extra-dimensional shift Index. décimale : PER Périodiques Résumé : The Intra-Extra-dimensional set shift task (IEDS) is a widely used test of learning and attention, believed to be sensitive to aspects of executive function. The task proceeds through a number of stages, and it is generally claimed that patterns of errors across stages can be used to discriminate between reduced attention switching and more general reductions in rates of learning. A number of papers have used the IEDS task to argue for specific attention shifting difficulties in Autism Spectrum Disorder (ASD) and Schizophrenia, however, it remains unclear how well the IEDS really differentiates between reduced attention shifting and other causes of impaired performance. To address this issue, we introduce a simple computational model of performance in the IEDS task, designed to separate the competing effects of attention shifting and general learning rate. We fit the model to data from ASD and comparison individuals matched on age and IQ, as well as to data from four previous studies which used the IEDS task. Model fits do not show consistent evidence for reductions in attention shifting rates in ASD and Schizophrenia. Instead, we find performance is better explained by differences in learning rate, particularly from punishment, which we show correlates with IQ. We, therefore, argue that the IEDS task is not a good measure of attention shifting in clinical groups. LAY SUMMARY: The Intra-Extra-Dimensional Set shift task (IEDS) is often given to autistic individuals, who tend to make more errors relative to comparison groups. This higher error rate is taken to mean that autistic individuals struggle with attention control. Our computational model of the IEDS shows that the performance of ASD and some other clinical groups can be explained instead by differences in learning rate, rather than differences in attention control. En ligne : http://dx.doi.org/10.1002/aur.2484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] What Can Performance in the IEDS Task Tell Us About Attention Shifting in Clinical Groups? [texte imprimé] / James M. YEARSLEY, Auteur ; Sebastian B. GAIGG, Auteur ; Dermot M. BOWLER, Auteur ; Melanie RING, Auteur ; Corinna HAENSCHEL, Auteur . - p.1237-1251. Langues : Anglais (eng) in Autism Research > 14-6 (June 2021) . - p.1237-1251 Mots-clés : Attention  Autism Spectrum Disorder  Autistic Disorder  Executive Function  Humans  Schizophrenia  Asd  extra-dimensional shift Index. décimale : PER Périodiques Résumé : The Intra-Extra-dimensional set shift task (IEDS) is a widely used test of learning and attention, believed to be sensitive to aspects of executive function. The task proceeds through a number of stages, and it is generally claimed that patterns of errors across stages can be used to discriminate between reduced attention switching and more general reductions in rates of learning. A number of papers have used the IEDS task to argue for specific attention shifting difficulties in Autism Spectrum Disorder (ASD) and Schizophrenia, however, it remains unclear how well the IEDS really differentiates between reduced attention shifting and other causes of impaired performance. To address this issue, we introduce a simple computational model of performance in the IEDS task, designed to separate the competing effects of attention shifting and general learning rate. We fit the model to data from ASD and comparison individuals matched on age and IQ, as well as to data from four previous studies which used the IEDS task. Model fits do not show consistent evidence for reductions in attention shifting rates in ASD and Schizophrenia. Instead, we find performance is better explained by differences in learning rate, particularly from punishment, which we show correlates with IQ. We, therefore, argue that the IEDS task is not a good measure of attention shifting in clinical groups. LAY SUMMARY: The Intra-Extra-Dimensional Set shift task (IEDS) is often given to autistic individuals, who tend to make more errors relative to comparison groups. This higher error rate is taken to mean that autistic individuals struggle with attention control. Our computational model of the IEDS shows that the performance of ASD and some other clinical groups can be explained instead by differences in learning rate, rather than differences in attention control. En ligne : http://dx.doi.org/10.1002/aur.2484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

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