Exploring profiles of anxiety symptoms in male and female children on the autism spectrum / Kathryn AMBROSE in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101601 Titre : Exploring profiles of anxiety symptoms in male and female children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn AMBROSE, Auteur ; Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur ; Deb KEEN, Auteur Article en page(s) : p.101601 Langues : Anglais (eng) Mots-clés : Autism  Anxiety  Children  Parent report  Gender  Mental health Index. décimale : PER Périodiques Résumé : Background It is now recognised that children on the autism spectrum frequently experience co-occurring anxiety. Although a child’s sex is thought to impact the prevalence of anxiety in typically developing children, the relationship between sex and anxiety symptoms has not previously been established in children on the autism spectrum. This study compares the parent-reported anxiety symptoms of male and female children (aged 9–12 years) on the autism spectrum. Method 24 male and 24 female children with a diagnosis of autism spectrum disorder were matched on age, VABS receptive language scores, and SCQ scores. Anxiety was measured using the ASC-ASD-P, a 24-item questionnaire designed to capture typical and atypical signs of anxiety in children on the autism spectrum. A combination of descriptive and inferential analyses was used to compare the total anxiety scores, anxiety subscale scores, and anxiety item scores of males and females. Results No significant differences were found between the total anxiety scores of males and females, or the performance anxiety, separation anxiety, or uncertainty subscale scores. Females had significantly higher anxiety scores on the anxious arousal subscale which was due to significant differences on two individual anxiety items within that subscale. Conclusion Overall, male and female children on the autism spectrum, aged 9–12 years, had similar anxiety scores. The profiles of anxiety in male and female children on the autism spectrum may differ from those reported in typically developing children and warrant further investigation. En ligne : https://doi.org/10.1016/j.rasd.2020.101601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Exploring profiles of anxiety symptoms in male and female children on the autism spectrum [Texte imprimé et/ou numérique] / Kathryn AMBROSE, Auteur ; Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur ; Deb KEEN, Auteur . - p.101601. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101601 Mots-clés : Autism  Anxiety  Children  Parent report  Gender  Mental health Index. décimale : PER Périodiques Résumé : Background It is now recognised that children on the autism spectrum frequently experience co-occurring anxiety. Although a child’s sex is thought to impact the prevalence of anxiety in typically developing children, the relationship between sex and anxiety symptoms has not previously been established in children on the autism spectrum. This study compares the parent-reported anxiety symptoms of male and female children (aged 9–12 years) on the autism spectrum. Method 24 male and 24 female children with a diagnosis of autism spectrum disorder were matched on age, VABS receptive language scores, and SCQ scores. Anxiety was measured using the ASC-ASD-P, a 24-item questionnaire designed to capture typical and atypical signs of anxiety in children on the autism spectrum. A combination of descriptive and inferential analyses was used to compare the total anxiety scores, anxiety subscale scores, and anxiety item scores of males and females. Results No significant differences were found between the total anxiety scores of males and females, or the performance anxiety, separation anxiety, or uncertainty subscale scores. Females had significantly higher anxiety scores on the anxious arousal subscale which was due to significant differences on two individual anxiety items within that subscale. Conclusion Overall, male and female children on the autism spectrum, aged 9–12 years, had similar anxiety scores. The profiles of anxiety in male and female children on the autism spectrum may differ from those reported in typically developing children and warrant further investigation. En ligne : https://doi.org/10.1016/j.rasd.2020.101601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

The Impact of Anxiety on the Participation of Children on the Autism Spectrum / Kathryn AMBROSE in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2958-2969 Titre : The Impact of Anxiety on the Participation of Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn AMBROSE, Auteur ; Kate SIMPSON, Auteur ; Dawn ADAMS, Auteur Article en page(s) : p.2958-2969 Langues : Anglais (eng) Mots-clés : Anxiety/epidemiology  Anxiety Disorders  Autism Spectrum Disorder/epidemiology  Autistic Disorder  Child  Family  Humans  Anxiety  Autism  Community  Home  Mental health  Participation Index. décimale : PER Périodiques Résumé : Anxiety is common in children on the autism spectrum, however its impacts are not fully understood. Participation is an important outcome, linked to the health and wellbeing of children. This study examined the relationship between anxiety and participation using parent reports for 131 children on the autism spectrum, aged 6-13 years. Hierarchical multiple regressions explored child and family factors in relation to participation in Home and Community settings. Anxiety was a unique, significant predictor of the frequency of children's participation (but not involvement in activities) in both settings, when controlling for autism characteristics, communication skills and family income. Anxiety symptomatology may contribute to the less frequent participation of children on the autism spectrum in home and community activities. En ligne : http://dx.doi.org/10.1007/s10803-021-05162-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] The Impact of Anxiety on the Participation of Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Kathryn AMBROSE, Auteur ; Kate SIMPSON, Auteur ; Dawn ADAMS, Auteur . - p.2958-2969. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2958-2969 Mots-clés : Anxiety/epidemiology  Anxiety Disorders  Autism Spectrum Disorder/epidemiology  Autistic Disorder  Child  Family  Humans  Anxiety  Autism  Community  Home  Mental health  Participation Index. décimale : PER Périodiques Résumé : Anxiety is common in children on the autism spectrum, however its impacts are not fully understood. Participation is an important outcome, linked to the health and wellbeing of children. This study examined the relationship between anxiety and participation using parent reports for 131 children on the autism spectrum, aged 6-13 years. Hierarchical multiple regressions explored child and family factors in relation to participation in Home and Community settings. Anxiety was a unique, significant predictor of the frequency of children's participation (but not involvement in activities) in both settings, when controlling for autism characteristics, communication skills and family income. Anxiety symptomatology may contribute to the less frequent participation of children on the autism spectrum in home and community activities. En ligne : http://dx.doi.org/10.1007/s10803-021-05162-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school / Kathryn AMBROSE in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2462-2477 Titre : Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn AMBROSE, Auteur ; Kate SIMPSON, Auteur ; Dawn ADAMS, Auteur Article en page(s) : p.2462-2477 Langues : Anglais (eng) Mots-clés : academic outcomes  anxiety  autism  education  school-age children  self-report  social outcomes Index. décimale : PER Périodiques Résumé : Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17?years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes. Lay abstract Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17?years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I?m worried it?s hard to start my schoolwork' or 'When I?m worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed. En ligne : https://dx.doi.org/10.1177/13623613241231607 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school [Texte imprimé et/ou numérique] / Kathryn AMBROSE, Auteur ; Kate SIMPSON, Auteur ; Dawn ADAMS, Auteur . - p.2462-2477. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2462-2477 Mots-clés : academic outcomes  anxiety  autism  education  school-age children  self-report  social outcomes Index. décimale : PER Périodiques Résumé : Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17?years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes. Lay abstract Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17?years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I?m worried it?s hard to start my schoolwork' or 'When I?m worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed. En ligne : https://dx.doi.org/10.1177/13623613241231607 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

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