Anxiety in autistic preschool children: Phenomenology and a network analysis of correlates / Roma A. VASA in Autism Research, 16-8 (August 2023)  

Public ISBD [article]  inAutism Research > 16-8 (August 2023) . - p.1561-1572 Titre : Anxiety in autistic preschool children: Phenomenology and a network analysis of correlates Type de document : texte imprimé Auteurs : Roma A. VASA, Auteur ; Connor M. KERNS, Auteur ; Vini SINGH, Auteur ; Rachel G. MCDONALD, Auteur ; Yeon Sik JANG, Auteur ; Amy KEEFER, Auteur Article en page(s) : p.1561-1572 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Anxiety disorders in autistic children are associated with significant functional impairment. Few studies have examined impairing anxiety presentations in autistic preschool children (i.e., 3-5 years old). This cross-sectional study examined the phenomenology of impairing anxiety and the strongest correlates of anxiety in 75 autistic preschool children. Parents completed a diagnostic interview that assesses two anxiety types, DSM-5 anxiety disorders and impairing distinct anxiety presentations, and measures of anxiety correlates. An exploratory network analysis examined connections between anxiety and its correlates. Forty percent of children had impairing anxiety. Specific phobia followed by 'other social fear,' a type of distinct anxiety, were the most common anxiety types. Child intolerance of uncertainty (IU) was the only correlate that was associated with anxiety in a network analysis framework. Child IU linked anxiety to two other correlates, sensory over-responsivity and somatic symptoms. Findings emphasize the need for early intervention for anxiety and further research on its correlates. En ligne : https://doi.org/10.1002/aur.2968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Anxiety in autistic preschool children: Phenomenology and a network analysis of correlates [texte imprimé] / Roma A. VASA, Auteur ; Connor M. KERNS, Auteur ; Vini SINGH, Auteur ; Rachel G. MCDONALD, Auteur ; Yeon Sik JANG, Auteur ; Amy KEEFER, Auteur . - p.1561-1572. Langues : Anglais (eng) in Autism Research > 16-8 (August 2023) . - p.1561-1572 Index. décimale : PER Périodiques Résumé : Abstract Anxiety disorders in autistic children are associated with significant functional impairment. Few studies have examined impairing anxiety presentations in autistic preschool children (i.e., 3-5 years old). This cross-sectional study examined the phenomenology of impairing anxiety and the strongest correlates of anxiety in 75 autistic preschool children. Parents completed a diagnostic interview that assesses two anxiety types, DSM-5 anxiety disorders and impairing distinct anxiety presentations, and measures of anxiety correlates. An exploratory network analysis examined connections between anxiety and its correlates. Forty percent of children had impairing anxiety. Specific phobia followed by 'other social fear,' a type of distinct anxiety, were the most common anxiety types. Child intolerance of uncertainty (IU) was the only correlate that was associated with anxiety in a network analysis framework. Child IU linked anxiety to two other correlates, sensory over-responsivity and somatic symptoms. Findings emphasize the need for early intervention for anxiety and further research on its correlates. En ligne : https://doi.org/10.1002/aur.2968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Dysregulation in Children and Adolescents Presenting to a Multidisciplinary Autism Clinic / Roma A. VASA in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1762-1770 Titre : Dysregulation in Children and Adolescents Presenting to a Multidisciplinary Autism Clinic Type de document : texte imprimé Auteurs : Roma A. VASA, Auteur ; Vini SINGH, Auteur ; Rachel G. MCDONALD, Auteur ; Carla A. MAZEFSKY, Auteur ; Ji Su HONG, Auteur ; Amy KEEFER, Auteur Article en page(s) : p.1762-1770 Langues : Anglais (eng) Mots-clés : Adolescent  Ambulatory Care Facilities  Autism Spectrum Disorder/diagnosis/epidemiology/psychology  Autistic Disorder/diagnosis/epidemiology  Child  Humans  Prevalence  Autism center  Children  Dysregulation  Screening Index. décimale : PER Périodiques Résumé : Research indicates that children with autism spectrum disorder (ASD) frequently exhibit dysregulation, which refers to poorly coordinated affective, behavioral, and cognitive responses to a given situation. We examined the characteristics of dysregulation in children presenting to a multidisciplinary ASD clinic for an ASD diagnostic evaluation. Sixty percent of children presenting for an ASD evaluation exhibited dysregulation. Dysregulation prevalence was higher in children without ASD versus with ASD (69% versus 56%). Severe dysregulation was higher in children without ASD (29% versus 16%). Both groups with severe dysregulation were equally likely to be taking psychiatric medications, however, children with ASD were less likely to be receiving therapy. These findings highlight the importance of implementing dysregulation screening and treatment protocols in ASD centers. En ligne : http://dx.doi.org/10.1007/s10803-021-05056-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Dysregulation in Children and Adolescents Presenting to a Multidisciplinary Autism Clinic [texte imprimé] / Roma A. VASA, Auteur ; Vini SINGH, Auteur ; Rachel G. MCDONALD, Auteur ; Carla A. MAZEFSKY, Auteur ; Ji Su HONG, Auteur ; Amy KEEFER, Auteur . - p.1762-1770. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1762-1770 Mots-clés : Adolescent  Ambulatory Care Facilities  Autism Spectrum Disorder/diagnosis/epidemiology/psychology  Autistic Disorder/diagnosis/epidemiology  Child  Humans  Prevalence  Autism center  Children  Dysregulation  Screening Index. décimale : PER Périodiques Résumé : Research indicates that children with autism spectrum disorder (ASD) frequently exhibit dysregulation, which refers to poorly coordinated affective, behavioral, and cognitive responses to a given situation. We examined the characteristics of dysregulation in children presenting to a multidisciplinary ASD clinic for an ASD diagnostic evaluation. Sixty percent of children presenting for an ASD evaluation exhibited dysregulation. Dysregulation prevalence was higher in children without ASD versus with ASD (69% versus 56%). Severe dysregulation was higher in children without ASD (29% versus 16%). Both groups with severe dysregulation were equally likely to be taking psychiatric medications, however, children with ASD were less likely to be receiving therapy. These findings highlight the importance of implementing dysregulation screening and treatment protocols in ASD centers. En ligne : http://dx.doi.org/10.1007/s10803-021-05056-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Linking Emotion Dysregulation to Autistic Traits Across Neurodiverse Samples / Rachel G. MCDONALD in Autism, 30-10 (October 2026)  

Public ISBD [article]  inAutism > 30-10 (October 2026) . - p.2558-2569 Titre : Linking Emotion Dysregulation to Autistic Traits Across Neurodiverse Samples Type de document : texte imprimé Auteurs : Rachel G. MCDONALD, Auteur ; Mary Isaac CARGILL, Auteur ; Emily LYNCH, Auteur ; Sadaf KHAWAR, Auteur ; Caroline FREDEN, Auteur ; Erin KANG, Auteur Article en page(s) : p.2558-2569 Langues : Anglais (eng) Mots-clés : emotional dysregulation  social communication  restrictive and repetitive behaviors  autism Index. décimale : PER Périodiques Résumé : Emotion dysregulation (ED) is defined as difficulty regulating emotions in response to activating situations, and subsequent difficulty choosing an environmentally appropriate strategy to modulate one’s emotions. Despite ED being identified as a transdiagnostic construct, little research has examined the links to constructs like social communication and interaction (SCI) and restricted and repetitive behaviors (RRBs). SCIs and RRBs are core components of neurodevelopmental conditions like autism, as well as other mental health conditions more broadly. This article sought to examine the effects of emotional dysphoria and emotional reactivity on SCI and RRBs. Caregivers of 99 youth (64 autistic) ages 6 to 17 completed questionnaires about their child’s ED, SCI, and RRBs. Path models were used to examine ED’s impact on SCI difficulties and RRBs. Results suggest that both SCI and RRBs are affected by ED dysphoria and reactivity, with some differences across autistic and non-autistic groups. These findings can inform treatments for medication management and intervention planning for different profiles of ED in both autistic and non-autistic youth.Lay Abstract Many youth experience struggle with managing their emotions, which is sometimes called emotion dysregulation. Some youth, particularly autistic youth, also experience difficulties with social communication and present with repetitive or restrictive behaviors and interests. However, research has not closely examined how emotional difficulties might be connected to these specific behaviors. This study looked at two distinct types of emotion dysregulation: persistent low or distressed mood (emotional dysphoria) and intense emotional reactions (emotional reactivity). Caregivers of 99 youth aged 6 to 17, including 63 autistic youth, answered questions about child’s emotion regulation, social communication, and repetitive behaviors. The findings show how both types of emotion dysregulation related to greater challenges with social communication and repetitive behaviors, and how there were some differences in how these patterns appear between autistic and non-autistic youth. These findings suggest that addressing emotional difficulties could be an important aspect of supporting youth. Clinicians may benefit from identifying which type of emotional dysregulation a youth experiences to help tailor intervention approaches more effectively for each individual. En ligne : https://dx.doi.org/10.1177/13623613261472147 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Linking Emotion Dysregulation to Autistic Traits Across Neurodiverse Samples [texte imprimé] / Rachel G. MCDONALD, Auteur ; Mary Isaac CARGILL, Auteur ; Emily LYNCH, Auteur ; Sadaf KHAWAR, Auteur ; Caroline FREDEN, Auteur ; Erin KANG, Auteur . - p.2558-2569. Langues : Anglais (eng) in Autism > 30-10 (October 2026) . - p.2558-2569 Mots-clés : emotional dysregulation  social communication  restrictive and repetitive behaviors  autism Index. décimale : PER Périodiques Résumé : Emotion dysregulation (ED) is defined as difficulty regulating emotions in response to activating situations, and subsequent difficulty choosing an environmentally appropriate strategy to modulate one’s emotions. Despite ED being identified as a transdiagnostic construct, little research has examined the links to constructs like social communication and interaction (SCI) and restricted and repetitive behaviors (RRBs). SCIs and RRBs are core components of neurodevelopmental conditions like autism, as well as other mental health conditions more broadly. This article sought to examine the effects of emotional dysphoria and emotional reactivity on SCI and RRBs. Caregivers of 99 youth (64 autistic) ages 6 to 17 completed questionnaires about their child’s ED, SCI, and RRBs. Path models were used to examine ED’s impact on SCI difficulties and RRBs. Results suggest that both SCI and RRBs are affected by ED dysphoria and reactivity, with some differences across autistic and non-autistic groups. These findings can inform treatments for medication management and intervention planning for different profiles of ED in both autistic and non-autistic youth.Lay Abstract Many youth experience struggle with managing their emotions, which is sometimes called emotion dysregulation. Some youth, particularly autistic youth, also experience difficulties with social communication and present with repetitive or restrictive behaviors and interests. However, research has not closely examined how emotional difficulties might be connected to these specific behaviors. This study looked at two distinct types of emotion dysregulation: persistent low or distressed mood (emotional dysphoria) and intense emotional reactions (emotional reactivity). Caregivers of 99 youth aged 6 to 17, including 63 autistic youth, answered questions about child’s emotion regulation, social communication, and repetitive behaviors. The findings show how both types of emotion dysregulation related to greater challenges with social communication and repetitive behaviors, and how there were some differences in how these patterns appear between autistic and non-autistic youth. These findings suggest that addressing emotional difficulties could be an important aspect of supporting youth. Clinicians may benefit from identifying which type of emotional dysregulation a youth experiences to help tailor intervention approaches more effectively for each individual. En ligne : https://dx.doi.org/10.1177/13623613261472147 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Psychiatry training in autism spectrum disorder and intellectual disability: Ongoing gaps and emerging opportunities / Natasha M. MARRUS in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.679-689 Titre : Psychiatry training in autism spectrum disorder and intellectual disability: Ongoing gaps and emerging opportunities Type de document : texte imprimé Auteurs : Natasha M. MARRUS, Auteur ; Kathleen A. KOTH, Auteur ; Jessica A. HELLINGS, Auteur ; Rachel G. MCDONALD, Auteur ; McLeod Frampton GWYNETTE, Auteur ; Rebecca A. MUHLE, Auteur ; William D LOHR, Auteur ; Roma A. VASA, Auteur Article en page(s) : p.679-689 Langues : Anglais (eng) Mots-clés : autism spectrum disorder,education,intellectual disability,psychiatry,residency training Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and intellectual disability are associated with psychiatric comorbidities, yet a 2009 study of US child and adolescent psychiatry program directors indicated that psychiatry residents receive insufficient training in autism spectrum disorder/intellectual disability. This follow-up study surveyed child and adolescent psychiatry and general psychiatry program directors to assess (1) the current extent of residency training in autism spectrum disorder/intellectual disability, (2) program director perceptions of educational topics and resident competency in autism spectrum disorder/intellectual disability, and (3) preferred resources to strengthen autism spectrum disorder/intellectual disability training. As in 2009, many child and adolescent psychiatry program directors reported few lecture hours, although current child and adolescent psychiatry residents saw slightly more patients with autism spectrum disorder but not intellectual disability. General psychiatry program directors reported fewer lecture hours in autism spectrum disorder/intellectual disability and fewer patients with autism spectrum disorder than child and adolescent psychiatry program directors. Both child and adolescent psychiatry and general psychiatry program directors recognized the importance of a range of educational topics in autism spectrum disorder/intellectual disability. Child and adolescent psychiatry program directors reported higher resident competency, and lecture hours and patients seen moderately correlated with resident competency. Program directors indicated that online videos and other resources would help improve autism spectrum disorder/intellectual disability training in their programs. Collectively, these findings suggest minimal improvements in autism spectrum disorder/intellectual disability training over the past decade and highlight the urgent need to advance psychiatry training in this field through dissemination of resources.Lay abstractChildren, adolescents, and adults with autism spectrum disorder and intellectual disability experience high rates of co-occurring psychiatric conditions throughout their lifetime. However, there is a shortage of psychiatrists to treat these populations. We evaluated how much education psychiatrists-in-training receive on how to care for individuals with autism spectrum disorder/intellectual disability. We found that in many psychiatry programs, residents receive limited training experiences in autism spectrum disorder/intellectual disability involving lectures and patient contact and that psychiatry program directors would benefit from more resources to strengthen education in autism spectrum disorder/intellectual disability. En ligne : https://doi.org/10.1177/13623613221112197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Psychiatry training in autism spectrum disorder and intellectual disability: Ongoing gaps and emerging opportunities [texte imprimé] / Natasha M. MARRUS, Auteur ; Kathleen A. KOTH, Auteur ; Jessica A. HELLINGS, Auteur ; Rachel G. MCDONALD, Auteur ; McLeod Frampton GWYNETTE, Auteur ; Rebecca A. MUHLE, Auteur ; William D LOHR, Auteur ; Roma A. VASA, Auteur . - p.679-689. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.679-689 Mots-clés : autism spectrum disorder,education,intellectual disability,psychiatry,residency training Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and intellectual disability are associated with psychiatric comorbidities, yet a 2009 study of US child and adolescent psychiatry program directors indicated that psychiatry residents receive insufficient training in autism spectrum disorder/intellectual disability. This follow-up study surveyed child and adolescent psychiatry and general psychiatry program directors to assess (1) the current extent of residency training in autism spectrum disorder/intellectual disability, (2) program director perceptions of educational topics and resident competency in autism spectrum disorder/intellectual disability, and (3) preferred resources to strengthen autism spectrum disorder/intellectual disability training. As in 2009, many child and adolescent psychiatry program directors reported few lecture hours, although current child and adolescent psychiatry residents saw slightly more patients with autism spectrum disorder but not intellectual disability. General psychiatry program directors reported fewer lecture hours in autism spectrum disorder/intellectual disability and fewer patients with autism spectrum disorder than child and adolescent psychiatry program directors. Both child and adolescent psychiatry and general psychiatry program directors recognized the importance of a range of educational topics in autism spectrum disorder/intellectual disability. Child and adolescent psychiatry program directors reported higher resident competency, and lecture hours and patients seen moderately correlated with resident competency. Program directors indicated that online videos and other resources would help improve autism spectrum disorder/intellectual disability training in their programs. Collectively, these findings suggest minimal improvements in autism spectrum disorder/intellectual disability training over the past decade and highlight the urgent need to advance psychiatry training in this field through dissemination of resources.Lay abstractChildren, adolescents, and adults with autism spectrum disorder and intellectual disability experience high rates of co-occurring psychiatric conditions throughout their lifetime. However, there is a shortage of psychiatrists to treat these populations. We evaluated how much education psychiatrists-in-training receive on how to care for individuals with autism spectrum disorder/intellectual disability. We found that in many psychiatry programs, residents receive limited training experiences in autism spectrum disorder/intellectual disability involving lectures and patient contact and that psychiatry program directors would benefit from more resources to strengthen education in autism spectrum disorder/intellectual disability. En ligne : https://doi.org/10.1177/13623613221112197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students / Jared K. RICHARDS ; Talena C. DAY ; Steven M. BRUNWASSER ; Claudia L. CUCCHIARA ; Bella KOFNER ; Rachel G. MCDONALD ; Kristen GILLESPIE-LYNCH ; Jenna LAMM ; Erin KANG ; Matthew D. LERNER in Autism, 28-8 (August 2024)  

Public ISBD [article]  inAutism > 28-8 (August 2024) . - p.1972-1984 Titre : Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students Type de document : texte imprimé Auteurs : Jared K. RICHARDS, Auteur ; Talena C. DAY, Auteur ; Steven M. BRUNWASSER, Auteur ; Claudia L. CUCCHIARA, Auteur ; Bella KOFNER, Auteur ; Rachel G. MCDONALD, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Jenna LAMM, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.1972-1984 Langues : Anglais (eng) Mots-clés : adults  anxiety  autism spectrum disorders  depression Index. décimale : PER Périodiques Résumé : Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12 weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect-the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction. Lay abstract How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction. En ligne : https://dx.doi.org/10.1177/13623613231216879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students [texte imprimé] / Jared K. RICHARDS, Auteur ; Talena C. DAY, Auteur ; Steven M. BRUNWASSER, Auteur ; Claudia L. CUCCHIARA, Auteur ; Bella KOFNER, Auteur ; Rachel G. MCDONALD, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Jenna LAMM, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur . - p.1972-1984. Langues : Anglais (eng) in Autism > 28-8 (August 2024) . - p.1972-1984 Mots-clés : adults  anxiety  autism spectrum disorders  depression Index. décimale : PER Périodiques Résumé : Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12 weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect-the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction. Lay abstract How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction. En ligne : https://dx.doi.org/10.1177/13623613231216879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

A Scoping Review of Anxiety in Young Children with Autism Spectrum Disorder / Roma A. VASA in Autism Research, 13-12 (December 2020)  

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