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Journal of Autism and Developmental Disorders

Gepubliceerd in:

30-04-2016 | S.I. : Anxiety in Autism Spectrum Disorders

School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach

Auteurs: Chris Clarke, Vivian Hill, Tony Charman

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2017

Abstract

Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children’s Anxiety Scale (Spence, J Abnorm Psy 106(2):280–297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195–214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow-up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed.

vorige artikel Long-Term Effects of CBT on Social Impairment in Adolescents with ASD

volgende artikel Evaluating the Effectiveness of a School-Based Cognitive Behavioural Therapy Intervention for Anxiety in Adolescents Diagnosed with Autism Spectrum Disorder

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Titel: School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach
Auteurs: Chris Clarke
Vivian Hill
Tony Charman
Publicatiedatum: 30-04-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2017
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-016-2801-x

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