Anxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism / Nicole N. CAPRIOLA-HALL in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.298-306 Titre : Anxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism Type de document : texte imprimé Auteurs : Nicole N. CAPRIOLA-HALL, Auteur ; Alexis M. BREWE, Auteur ; Josh GOLT, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.298-306 Langues : Anglais (eng) Mots-clés : Anxiety  Autism spectrum disorder  Depression  Emerging adults  Intervention Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) experience increased rates of anxiety and depression which can impact academic success. The Stepped Transition in Education Program for Students with ASD (STEPS) applies cognitive-behavioral principles to help young adults with ASD improve their adjustment to postsecondary education. We aimed to determine if STEPS had an effect on anxiety and depression. Treatment-seeking adults with ASD (n = 32; Mage = 19.74) were randomized to STEPS or transition as usual (TAU; i.e., waitlist control group). STEPS participants evinced significantly greater declines in depressive symptoms from pre-treatment to post-treatment compared to the waitlist. Anxiety symptoms did not significantly change. Results suggest that transition support for young people with ASD may improve mental health. En ligne : http://dx.doi.org/10.1007/s10803-020-04549-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Anxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism [texte imprimé] / Nicole N. CAPRIOLA-HALL, Auteur ; Alexis M. BREWE, Auteur ; Josh GOLT, Auteur ; Susan W. WHITE, Auteur . - p.298-306. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.298-306 Mots-clés : Anxiety  Autism spectrum disorder  Depression  Emerging adults  Intervention Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) experience increased rates of anxiety and depression which can impact academic success. The Stepped Transition in Education Program for Students with ASD (STEPS) applies cognitive-behavioral principles to help young adults with ASD improve their adjustment to postsecondary education. We aimed to determine if STEPS had an effect on anxiety and depression. Treatment-seeking adults with ASD (n = 32; Mage = 19.74) were randomized to STEPS or transition as usual (TAU; i.e., waitlist control group). STEPS participants evinced significantly greater declines in depressive symptoms from pre-treatment to post-treatment compared to the waitlist. Anxiety symptoms did not significantly change. Results suggest that transition support for young people with ASD may improve mental health. En ligne : http://dx.doi.org/10.1007/s10803-020-04549-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Caution When Screening for Autism among Socially Anxious Youth / Nicole N. CAPRIOLA-HALL in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1540-1549 Titre : Caution When Screening for Autism among Socially Anxious Youth Type de document : texte imprimé Auteurs : Nicole N. CAPRIOLA-HALL, Auteur ; Tyler C. MCFAYDEN, Auteur ; Thomas H. OLLENDICK, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.1540-1549 Langues : Anglais (eng) Mots-clés : Adolescents  Autism spectrum disorder  Children  Social anxiety disorder Index. décimale : PER Périodiques Résumé : Social anxiety disorder (SAD) is commonly comorbid with autism spectrum disorder (ASD). Here, in a sample of 86 children and adolescents (M(AGE) = 12.62 years; 68.6% male), 28 of whom were diagnosed with ASD, 34 with SAD, and 24 with comorbid ASD and SAD, we compared parent-reported scores from the Social Responsiveness Scale-Second Edition (SRS-2; Constantino and Gruber in Social Responsiveness Scale (SRS; Constantino and Gruber 2012) to determine the sensitivity and specificity of the measure in cases of differential diagnosis between SAD and ASD. Results suggest that neither the subscales, nor the SRS-2 total score, consistently differed between ASD and SAD. Sensitivity and specificity analyses suggested that the SRS-2 total poorly discriminated ASD from SAD. When screening socially anxious youth for possible ASD, caution should be taken. En ligne : http://dx.doi.org/10.1007/s10803-020-04642-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Caution When Screening for Autism among Socially Anxious Youth [texte imprimé] / Nicole N. CAPRIOLA-HALL, Auteur ; Tyler C. MCFAYDEN, Auteur ; Thomas H. OLLENDICK, Auteur ; Susan W. WHITE, Auteur . - p.1540-1549. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1540-1549 Mots-clés : Adolescents  Autism spectrum disorder  Children  Social anxiety disorder Index. décimale : PER Périodiques Résumé : Social anxiety disorder (SAD) is commonly comorbid with autism spectrum disorder (ASD). Here, in a sample of 86 children and adolescents (M(AGE) = 12.62 years; 68.6% male), 28 of whom were diagnosed with ASD, 34 with SAD, and 24 with comorbid ASD and SAD, we compared parent-reported scores from the Social Responsiveness Scale-Second Edition (SRS-2; Constantino and Gruber in Social Responsiveness Scale (SRS; Constantino and Gruber 2012) to determine the sensitivity and specificity of the measure in cases of differential diagnosis between SAD and ASD. Results suggest that neither the subscales, nor the SRS-2 total score, consistently differed between ASD and SAD. Sensitivity and specificity analyses suggested that the SRS-2 total poorly discriminated ASD from SAD. When screening socially anxious youth for possible ASD, caution should be taken. En ligne : http://dx.doi.org/10.1007/s10803-020-04642-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder / Susan W. WHITE in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3072-3078 Titre : Development of a College Transition and Support Program for Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Susan W. WHITE, Auteur ; Rebecca ELIAS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Isaac C. SMITH, Auteur ; Caitlin M. CONNER, Auteur ; Susan B. ASSELIN, Auteur ; Patricia HOWLIN, Auteur ; Elizabeth E. GETZEL, Auteur ; Carla A. MAZEFSKY, Auteur Article en page(s) : p.3072-3078 Langues : Anglais (eng) Mots-clés : Autism  College  Transition  Adult Index. décimale : PER Périodiques Résumé : Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial. En ligne : https://doi.org/10.1007/s10803-017-3236-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 [article] Development of a College Transition and Support Program for Students with Autism Spectrum Disorder [texte imprimé] / Susan W. WHITE, Auteur ; Rebecca ELIAS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Isaac C. SMITH, Auteur ; Caitlin M. CONNER, Auteur ; Susan B. ASSELIN, Auteur ; Patricia HOWLIN, Auteur ; Elizabeth E. GETZEL, Auteur ; Carla A. MAZEFSKY, Auteur . - p.3072-3078. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3072-3078 Mots-clés : Autism  College  Transition  Adult Index. décimale : PER Périodiques Résumé : Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial. En ligne : https://doi.org/10.1007/s10803-017-3236-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319

No Offense Intended: Fear of Negative Evaluation in Adolescents and Adults with Autism Spectrum Disorder / Nicole N. CAPRIOLA in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3803-3813 Titre : No Offense Intended: Fear of Negative Evaluation in Adolescents and Adults with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Nicole N. CAPRIOLA, Auteur ; Brenna B. MADDOX, Auteur ; Susan W. WHITE, Auteur Année de publication : 2017 Article en page(s) : p.3803-3813 Langues : Anglais (eng) Mots-clés : Adolescents  Adults  Autism spectrum disorder  Fear of negative evaluation  Social anxiety Index. décimale : PER Périodiques Résumé : Social anxiety disorder (SAD) is a common comorbidity for individuals with autism spectrum disorder (ASD). The present study examined the cardinal cognitive component of SAD, fear of negative evaluation (FNE), in adolescents and adults with ASD (n = 44; 59 % with social anxiety) and those without ASD (n = 69; 49 % with social anxiety). Group (ASD or non-ASD) significantly moderated the relationship between social disability, as well as social motivation impairment, and FNE, such that there was a stronger positive relationship for the adolescents and adults without ASD. Few differences emerged between those with and without ASD, with respect to specific indicators of FNE. Clinical implications are discussed, including the importance of assessing FNE among individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2827-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325 [article] No Offense Intended: Fear of Negative Evaluation in Adolescents and Adults with Autism Spectrum Disorder [texte imprimé] / Nicole N. CAPRIOLA, Auteur ; Brenna B. MADDOX, Auteur ; Susan W. WHITE, Auteur . - 2017 . - p.3803-3813. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3803-3813 Mots-clés : Adolescents  Adults  Autism spectrum disorder  Fear of negative evaluation  Social anxiety Index. décimale : PER Périodiques Résumé : Social anxiety disorder (SAD) is a common comorbidity for individuals with autism spectrum disorder (ASD). The present study examined the cardinal cognitive component of SAD, fear of negative evaluation (FNE), in adolescents and adults with ASD (n = 44; 59 % with social anxiety) and those without ASD (n = 69; 49 % with social anxiety). Group (ASD or non-ASD) significantly moderated the relationship between social disability, as well as social motivation impairment, and FNE, such that there was a stronger positive relationship for the adolescents and adults without ASD. Few differences emerged between those with and without ASD, with respect to specific indicators of FNE. Clinical implications are discussed, including the importance of assessing FNE among individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2827-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325

Repetitive behaviors in Autism Spectrum Disorder: Associations with depression and anxiety symptoms / Ashley MUSKETT in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101449 Titre : Repetitive behaviors in Autism Spectrum Disorder: Associations with depression and anxiety symptoms Type de document : texte imprimé Auteurs : Ashley MUSKETT, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Sarah R. RADTKE, Auteur ; Reina S. FACTOR, Auteur ; Angela SCARPA, Auteur Article en page(s) : p.101449 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Depression  Anxiety  Restricted and repetitive behaviors Index. décimale : PER Périodiques Résumé : Youth with Autism Spectrum Disorder (ASD) experience depression and anxiety at higher rates than typically developing (TD) youth. The current study examined how restricted and repetitive behaviors or interests (RRBs) may be related to symptoms of depression and anxiety. Participants included 35 children with ASD (29 male, 6 female) between 3 and 14 years. Youth who met clinical cut-off for depression and anxiety demonstrated increased self-injurious behavior compared to peers with ASD who did not meet clinical cut-off. These findings might suggest that self-injurious behaviors may serve as behavioral indicators of heightened negative affect. This could have important implications for assessment of symptoms of anxiety and depression in this population, which is especially critical given that children with ASD often experience language delays and difficulties. En ligne : https://doi.org/10.1016/j.rasd.2019.101449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Repetitive behaviors in Autism Spectrum Disorder: Associations with depression and anxiety symptoms [texte imprimé] / Ashley MUSKETT, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Sarah R. RADTKE, Auteur ; Reina S. FACTOR, Auteur ; Angela SCARPA, Auteur . - p.101449. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101449 Mots-clés : Autism Spectrum Disorder  Depression  Anxiety  Restricted and repetitive behaviors Index. décimale : PER Périodiques Résumé : Youth with Autism Spectrum Disorder (ASD) experience depression and anxiety at higher rates than typically developing (TD) youth. The current study examined how restricted and repetitive behaviors or interests (RRBs) may be related to symptoms of depression and anxiety. Participants included 35 children with ASD (29 male, 6 female) between 3 and 14 years. Youth who met clinical cut-off for depression and anxiety demonstrated increased self-injurious behavior compared to peers with ASD who did not meet clinical cut-off. These findings might suggest that self-injurious behaviors may serve as behavioral indicators of heightened negative affect. This could have important implications for assessment of symptoms of anxiety and depression in this population, which is especially critical given that children with ASD often experience language delays and difficulties. En ligne : https://doi.org/10.1016/j.rasd.2019.101449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Sluggish cognitive tempo: An examination of clinical correlates for adults with autism / Alexis M. BREWE in Autism, 24-6 (August 2020)  

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