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Autistic Traits Moderate Reappraisal Success for Depression and Anxiety Symptoms / Gretchen J. DIEFENBACH in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
[article]
Titre : Autistic Traits Moderate Reappraisal Success for Depression and Anxiety Symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Gretchen J. DIEFENBACH, Auteur ; Kimberly T. STEVENS, Auteur ; Amanda DUNLAP, Auteur ; Alycia M. NICHOLSON, Auteur ; Olivia N. GRELLA, Auteur ; Godfrey PEARLSON, Auteur ; Michal ASSAF, Auteur Article en page(s) : p.1435-1443 Langues : Anglais (eng) Mots-clés : Adult Anxiety/psychology Autism Spectrum Disorder/psychology Autistic Disorder/psychology/therapy Depression/psychology Emotions Humans Anxiety Autism spectrum disorder Depression Emotion regulation Reappraisal Stress Index. décimale : PER Périodiques Résumé : Cognitive reappraisal is associated with reduced emotional distress; however, little is known about the nature of this relationship in autism. This study tested whether autistic traits moderate reappraisal success (i.e., the negative correlation between reappraisal use and emotional symptom severity). Emotional symptoms were assessed using measures of depression, anxiety, and stress. It was hypothesized that more severe autistic traits would be associated with weaker reappraisal success across all scales. Data were collected from 377 adults using an on-line survey. Structural equation models found moderation effects for depression and anxiety, but not stress. Contrary to hypotheses, more severe autistic traits were associated with stronger reappraisal success. These preliminary results support including reappraisal in emotion regulation treatments for individuals with autistic traits. En ligne : http://dx.doi.org/10.1007/s10803-021-05003-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1435-1443[article] Autistic Traits Moderate Reappraisal Success for Depression and Anxiety Symptoms [Texte imprimé et/ou numérique] / Gretchen J. DIEFENBACH, Auteur ; Kimberly T. STEVENS, Auteur ; Amanda DUNLAP, Auteur ; Alycia M. NICHOLSON, Auteur ; Olivia N. GRELLA, Auteur ; Godfrey PEARLSON, Auteur ; Michal ASSAF, Auteur . - p.1435-1443.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1435-1443
Mots-clés : Adult Anxiety/psychology Autism Spectrum Disorder/psychology Autistic Disorder/psychology/therapy Depression/psychology Emotions Humans Anxiety Autism spectrum disorder Depression Emotion regulation Reappraisal Stress Index. décimale : PER Périodiques Résumé : Cognitive reappraisal is associated with reduced emotional distress; however, little is known about the nature of this relationship in autism. This study tested whether autistic traits moderate reappraisal success (i.e., the negative correlation between reappraisal use and emotional symptom severity). Emotional symptoms were assessed using measures of depression, anxiety, and stress. It was hypothesized that more severe autistic traits would be associated with weaker reappraisal success across all scales. Data were collected from 377 adults using an on-line survey. Structural equation models found moderation effects for depression and anxiety, but not stress. Contrary to hypotheses, more severe autistic traits were associated with stronger reappraisal success. These preliminary results support including reappraisal in emotion regulation treatments for individuals with autistic traits. En ligne : http://dx.doi.org/10.1007/s10803-021-05003-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Stakeholder informed development of the Emotion Awareness and Skills Enhancement team-based program (EASE-Teams) / Kelly B. BECK in Autism, 26-3 (April 2022)
[article]
Titre : Stakeholder informed development of the Emotion Awareness and Skills Enhancement team-based program (EASE-Teams) Type de document : Texte imprimé et/ou numérique Auteurs : Kelly B. BECK, Auteur ; Jessie B. NORTHRUP, Auteur ; Kaitlyn E. BREITENFELDT, Auteur ; Shannon PORTON, Auteur ; Taylor N. DAY, Auteur ; Kristen T. MACKENZIE, Auteur ; Caitlin M. CONNER, Auteur ; Carla A. MAZEFSKY, Auteur Article en page(s) : p.586-600 Langues : Anglais (eng) Mots-clés : Adolescent Adult Aged Autism Spectrum Disorder/psychology/therapy Autistic Disorder/psychology/therapy Caregivers Child Emotions Humans Intellectual Disability/therapy Young Adult autism spectrum disorders emotion regulation family functioning and support interventions?psychosocial/behavioral mindfulness Index. décimale : PER Périodiques Résumé : Emotion dysregulation (ED) impacts mental health symptoms and well-being in autistic individuals. In prior work, we developed the Emotion Awareness and Skills Enhancement (EASE) to improve emotion dysregulation with autistic adolescents (aged 12-17). The study team partnered with autistic individuals, their caregivers, and expert clinicians to adapt EASE for autistic adolescents and adults with co-occurring intellectual disability and autistic elementary-aged children, groups that often benefit from caregiver support in treatment. In three phases, we (1) gathered caregiver and expert feedback to adapt the original EASE program for autistic adults with intellectual disability, (2) revised the treatment after using it with six autistic adults with intellectual disability, and (3) tested the newly developed caregiver-client team-based treatment, called EASE-Teams, in a small group of 10 autistic individuals with and without intellectual disability (aged 7-25). Families found EASE-Teams to be acceptable and helpful. We found improvements in emotion dysregulation and mental health symptoms for autistic participants. Caregivers reported less stress from their child's dysregulation after participating. These results show that EASE-Teams can be appropriate for different developmental and cognitive needs. Future studies will need to test the benefits of the treatment in community clinics. En ligne : https://dx.doi.org/10.1177/13623613211061936 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.586-600[article] Stakeholder informed development of the Emotion Awareness and Skills Enhancement team-based program (EASE-Teams) [Texte imprimé et/ou numérique] / Kelly B. BECK, Auteur ; Jessie B. NORTHRUP, Auteur ; Kaitlyn E. BREITENFELDT, Auteur ; Shannon PORTON, Auteur ; Taylor N. DAY, Auteur ; Kristen T. MACKENZIE, Auteur ; Caitlin M. CONNER, Auteur ; Carla A. MAZEFSKY, Auteur . - p.586-600.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.586-600
Mots-clés : Adolescent Adult Aged Autism Spectrum Disorder/psychology/therapy Autistic Disorder/psychology/therapy Caregivers Child Emotions Humans Intellectual Disability/therapy Young Adult autism spectrum disorders emotion regulation family functioning and support interventions?psychosocial/behavioral mindfulness Index. décimale : PER Périodiques Résumé : Emotion dysregulation (ED) impacts mental health symptoms and well-being in autistic individuals. In prior work, we developed the Emotion Awareness and Skills Enhancement (EASE) to improve emotion dysregulation with autistic adolescents (aged 12-17). The study team partnered with autistic individuals, their caregivers, and expert clinicians to adapt EASE for autistic adolescents and adults with co-occurring intellectual disability and autistic elementary-aged children, groups that often benefit from caregiver support in treatment. In three phases, we (1) gathered caregiver and expert feedback to adapt the original EASE program for autistic adults with intellectual disability, (2) revised the treatment after using it with six autistic adults with intellectual disability, and (3) tested the newly developed caregiver-client team-based treatment, called EASE-Teams, in a small group of 10 autistic individuals with and without intellectual disability (aged 7-25). Families found EASE-Teams to be acceptable and helpful. We found improvements in emotion dysregulation and mental health symptoms for autistic participants. Caregivers reported less stress from their child's dysregulation after participating. These results show that EASE-Teams can be appropriate for different developmental and cognitive needs. Future studies will need to test the benefits of the treatment in community clinics. En ligne : https://dx.doi.org/10.1177/13623613211061936 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism / P. P. P. CHEUNG in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : P. P. P. CHEUNG, Auteur ; T. BROWN, Auteur ; M. L. YU, Auteur ; A. M. H. SIU, Auteur Article en page(s) : p.1894-1908 Langues : Anglais (eng) Mots-clés : Adolescent Autistic Disorder/psychology/therapy Child Cognitive Behavioral Therapy/methods Hong Kong Humans Male Parents Program Evaluation School Mental Health Services Schools Social Cognition Social Participation/psychology Social Skills Theory of Mind Autism Social participation Social skills training Social-cognitive intervention Index. décimale : PER Périodiques Résumé : This study evaluates the efficacy of a school-based social cognitive intervention for children with autism. Seventy-four children and adolescents were taught visually scaffolded, theory of mind-based social skills program. Using a mixed-methods approach, children's social competence was assessed at pre-test and post-test. Compared to a waitlist control group, children in the intervention group demonstrated significantly greater gains on theory-of-mind and social skill measures. Focus groups and interviews were conducted to explore parents' views and generalization of children's social skills across settings. Children's social participation exhibited improvement in home, community, and school settings. The study findings offer promising evidence for a cost-effective program and support of the school-based social skills intervention for children with ASD in Hong Kong context. En ligne : http://dx.doi.org/10.1007/s10803-020-04683-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1894-1908[article] The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism [Texte imprimé et/ou numérique] / P. P. P. CHEUNG, Auteur ; T. BROWN, Auteur ; M. L. YU, Auteur ; A. M. H. SIU, Auteur . - p.1894-1908.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1894-1908
Mots-clés : Adolescent Autistic Disorder/psychology/therapy Child Cognitive Behavioral Therapy/methods Hong Kong Humans Male Parents Program Evaluation School Mental Health Services Schools Social Cognition Social Participation/psychology Social Skills Theory of Mind Autism Social participation Social skills training Social-cognitive intervention Index. décimale : PER Périodiques Résumé : This study evaluates the efficacy of a school-based social cognitive intervention for children with autism. Seventy-four children and adolescents were taught visually scaffolded, theory of mind-based social skills program. Using a mixed-methods approach, children's social competence was assessed at pre-test and post-test. Compared to a waitlist control group, children in the intervention group demonstrated significantly greater gains on theory-of-mind and social skill measures. Focus groups and interviews were conducted to explore parents' views and generalization of children's social skills across settings. Children's social participation exhibited improvement in home, community, and school settings. The study findings offer promising evidence for a cost-effective program and support of the school-based social skills intervention for children with ASD in Hong Kong context. En ligne : http://dx.doi.org/10.1007/s10803-020-04683-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452