
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
Adresse
Centre d'information et de documentation
Horaires
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
Contact
9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Adresse
Résultat de la recherche
4 recherche sur le mot-clé 'Cognitive Behavioral Therapy/methods'




Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings / Katherine PICKARD in Autism, 26-3 (April 2022)
![]()
[article]
Titre : Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Allison MEYER, Auteur ; Nuri REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur Article en page(s) : p.640-653 Langues : Anglais (eng) Mots-clés : Adolescent Anxiety/psychology/therapy Autism Spectrum Disorder/psychology/therapy Autistic Disorder/therapy Cognitive Behavioral Therapy/methods Humans Students anxiety autism spectrum disorders health services interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.640-653[article] Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Allison MEYER, Auteur ; Nuri REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur . - p.640-653.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.640-653
Mots-clés : Adolescent Anxiety/psychology/therapy Autism Spectrum Disorder/psychology/therapy Autistic Disorder/therapy Cognitive Behavioral Therapy/methods Humans Students anxiety autism spectrum disorders health services interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 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 Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study / J. C. FODSTAD in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
![]()
[article]
Titre : Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study Type de document : Texte imprimé et/ou numérique Auteurs : J. C. FODSTAD, Auteur ; S. A. KERSWILL, Auteur ; A. C. KIRSCH, Auteur ; A. LAGGES, Auteur ; J. SCHMIDT, Auteur Article en page(s) : p.1811-1822 Langues : Anglais (eng) Mots-clés : Adaptation, Psychological Adolescent Anxiety/psychology Autism Spectrum Disorder/psychology Avoidance Learning Cognitive Behavioral Therapy/methods Humans Hyperacusis/diagnosis/psychology/therapy Intellectual Disability/psychology Male Problem Behavior/psychology Treatment Outcome Anxiety Autism spectrum disorder Cognitive behavior therapy Noise hypersensitivity Problem behaviors Systematic desensitization Index. décimale : PER Périodiques Résumé : Noise hypersensitivity is a poorly understood symptom of Autism Spectrum Disorder (ASD). For some, problem behaviors co-occur with the aversive noise. Limited literature exists on treating noise hypersensitivity; however, noise hypersensitivity may be related to a specific phobia. This case study utilizes modified Cognitive Behavioral Therapy (CBT) to address anxiety, avoidance, and problem behaviors evoked by noise in a teen with ASD and mild Intellectual Disability (ID). Using multi-method assessment and individualized treatment, problem behaviors reduced, and independent coping strategies use occurred. Successful desensitization supports the efficacy of modified CBT as a treatment for noise-related anxiety and problem behaviors in individuals with ASD and ID. Outcomes are discussed considering intervention difficulties for noise hypersensitivity in a complex and diverse population. En ligne : http://dx.doi.org/10.1007/s10803-020-04650-w 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.1811-1822[article] Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study [Texte imprimé et/ou numérique] / J. C. FODSTAD, Auteur ; S. A. KERSWILL, Auteur ; A. C. KIRSCH, Auteur ; A. LAGGES, Auteur ; J. SCHMIDT, Auteur . - p.1811-1822.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1811-1822
Mots-clés : Adaptation, Psychological Adolescent Anxiety/psychology Autism Spectrum Disorder/psychology Avoidance Learning Cognitive Behavioral Therapy/methods Humans Hyperacusis/diagnosis/psychology/therapy Intellectual Disability/psychology Male Problem Behavior/psychology Treatment Outcome Anxiety Autism spectrum disorder Cognitive behavior therapy Noise hypersensitivity Problem behaviors Systematic desensitization Index. décimale : PER Périodiques Résumé : Noise hypersensitivity is a poorly understood symptom of Autism Spectrum Disorder (ASD). For some, problem behaviors co-occur with the aversive noise. Limited literature exists on treating noise hypersensitivity; however, noise hypersensitivity may be related to a specific phobia. This case study utilizes modified Cognitive Behavioral Therapy (CBT) to address anxiety, avoidance, and problem behaviors evoked by noise in a teen with ASD and mild Intellectual Disability (ID). Using multi-method assessment and individualized treatment, problem behaviors reduced, and independent coping strategies use occurred. Successful desensitization supports the efficacy of modified CBT as a treatment for noise-related anxiety and problem behaviors in individuals with ASD and ID. Outcomes are discussed considering intervention difficulties for noise hypersensitivity in a complex and diverse population. En ligne : http://dx.doi.org/10.1007/s10803-020-04650-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Who benefits most from an evidence-based program to reduce anxiety and depression in children? A latent profile analysis / Silvia MELERO in Development and Psychopathology, 34-4 (October 2022)
![]()
[article]
Titre : Who benefits most from an evidence-based program to reduce anxiety and depression in children? A latent profile analysis Type de document : Texte imprimé et/ou numérique Auteurs : Silvia MELERO, Auteur ; Alexandra MORALES, Auteur ; Samuel TOMCZYK, Auteur ; José Pedro ESPADA, Auteur ; Mireia ORGILES, Auteur Article en page(s) : p.1636-1644 Langues : Anglais (eng) Mots-clés : Adolescent Anxiety/therapy Anxiety Disorders/prevention & control Child Cognitive Behavioral Therapy/methods Depression/epidemiology/therapy Fear Female Humans Male anxiety children depression latent transition analysis prevention Index. décimale : PER Périodiques Résumé : Comorbidity between anxiety and depression symptoms is often high in children. Person-oriented statistical approaches are useful to detect heterogeneity of individuals and diverse patterns of response to treatment. This study aimed to explore the different profiles in a sample of Spanish children who received the Super Skills for Life (SSL) transdiagnostic program, to identify which profile of individuals benefited most from the intervention and the likelihood of transition of symptom patterns over time. Participants were 119 children (42.9% were female) aged 8-12 years old (M = 9.39; SD = 1.26). Children completed anxiety and depression measures at the baseline, postintervention, and 12-months follow-up. Results from latent transition analysis (LTA) revealed two groups depending on the severity of the anxiety and depression symptoms: low symptoms (LS) and high symptoms (HS). LS group remained stable and HS decreased by 25%, switching to the LS group. Children with greater social anxiety benefited most from the program over time. Furthermore, older children were more likely to improve rapidly one year after the intervention compared to younger children. This study provides information to consider when implementing preventive interventions for schoolchildren and to tailor them according to the target population characteristics to increase their effectiveness. En ligne : http://dx.doi.org/10.1017/s0954579421000249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Development and Psychopathology > 34-4 (October 2022) . - p.1636-1644[article] Who benefits most from an evidence-based program to reduce anxiety and depression in children? A latent profile analysis [Texte imprimé et/ou numérique] / Silvia MELERO, Auteur ; Alexandra MORALES, Auteur ; Samuel TOMCZYK, Auteur ; José Pedro ESPADA, Auteur ; Mireia ORGILES, Auteur . - p.1636-1644.
Langues : Anglais (eng)
in Development and Psychopathology > 34-4 (October 2022) . - p.1636-1644
Mots-clés : Adolescent Anxiety/therapy Anxiety Disorders/prevention & control Child Cognitive Behavioral Therapy/methods Depression/epidemiology/therapy Fear Female Humans Male anxiety children depression latent transition analysis prevention Index. décimale : PER Périodiques Résumé : Comorbidity between anxiety and depression symptoms is often high in children. Person-oriented statistical approaches are useful to detect heterogeneity of individuals and diverse patterns of response to treatment. This study aimed to explore the different profiles in a sample of Spanish children who received the Super Skills for Life (SSL) transdiagnostic program, to identify which profile of individuals benefited most from the intervention and the likelihood of transition of symptom patterns over time. Participants were 119 children (42.9% were female) aged 8-12 years old (M = 9.39; SD = 1.26). Children completed anxiety and depression measures at the baseline, postintervention, and 12-months follow-up. Results from latent transition analysis (LTA) revealed two groups depending on the severity of the anxiety and depression symptoms: low symptoms (LS) and high symptoms (HS). LS group remained stable and HS decreased by 25%, switching to the LS group. Children with greater social anxiety benefited most from the program over time. Furthermore, older children were more likely to improve rapidly one year after the intervention compared to younger children. This study provides information to consider when implementing preventive interventions for schoolchildren and to tailor them according to the target population characteristics to increase their effectiveness. En ligne : http://dx.doi.org/10.1017/s0954579421000249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489