Comparison of DSM-IV symptoms in elementary school-age children with PDD                 versus clinic and community samples

Gadow, Kenneth D.; DeVincent, Carla J.; Pomeroy, John C.; Azizian, Allen

doi:10.1177/1362361305056079

Cited by 349 publications

(278 citation statements)

References 46 publications

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“…For example, there is growing evidence that children with ASD often display co-occurring mental health problems (Bradley et al, 2004;Day, 1993) and have similar clinical presentations to youth with conduct problems (Green et al, 2000) and those presenting for community-based mental health services (Gadow et al, 2005). Green et al (2000) highlight that the overlapping externalizing symptoms of the two disorders may result in misdiagnosing Asperger's Disorder (a type of ASD) as a conductrelated disorder.…”

Section: Need For Cross-fertilizationmentioning

confidence: 99%

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

Brookman‐Frazee

Stahmer

Baker-Ericzén

et al. 2006

Clin Child Fam Psychol Rev

121

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Empirical support exists for parent training/education (PT/PE) interventions for children with disruptive behavior disorders (DBD) and autism spectrum disorders (ASD). While the models share common roots, current approaches have largely developed independently and the research findings have been disseminated in two different literature traditions: mental health and developmental disabilities. Given that these populations often have overlapping clinical needs and are likely to receive services in similar settings, efforts to integrate the knowledge gained in the disparate literature may be beneficial. This article provides a systematic overview of the current (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005) empirical research on PT/PE for children with DBD and ASD; attending to factors for cross-fertilization. Twenty-two ASD and 38 DBD studies were coded for review. Literature was compared in three main areas: (1) research methodology, (2) focus of PT/PE intervention, and (3) PT/PE procedures. There was no overlap in publication outlets between the studies for the two populations. Results indicate that there are opportunities for cross-fertilization in the areas of (1) research methodology, (2) intervention targets, and (3) format of parenting interventions. The practical implications of integrating these two highly related areas of research are identified and discussed.

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Section: Need For Cross-fertilizationmentioning

confidence: 99%

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

Brookman‐Frazee

Stahmer

Baker-Ericzén

et al. 2006

Clin Child Fam Psychol Rev

121

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“…Poor ER has been implicated in a range of emotional problems in children with ASD, such as anxiety [Gadow, Devincent, Pomeroy, & Azizian, 2005;Green, Gilchrist, Burton, & Cox, 2000;Simonoff et al, 2008;Wood & Gadow, 2010], depressive symptoms [Barnhill et al, 2000;Pouw, Rieffe, Stockmann, & Gadow, 2013;Zablotsky, Bradshaw, Anderson, & Law, 2013], and anger [Rieffe, Camodeca, Pouw, Lange, & Stockmann, 2012;Scarpa & Reyes, 2011]. A review of the literature reveals a relative lack of studies of ER in adults with ASD.…”

mentioning

confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, 7: 629-648 [American Psychiatric Association, 2013], and there is considerable evidence that the majority also struggle with associated emotional problems. For instance, in a population derived cohort of 5-to 16-year-olds, Totsika, Hastings, Emerson, Lancaster, and Berridge [2011] found that 85% of youth with ASD without an intellectual disability (ID) had clinically significant levels of hyperactivity, 74% of emotional problems, and 64% of conduct problems, compared to much lower rates in a typically developing comparison group (19% hyperactivity, 18% emotional problems, and 22% conduct problems). Further, youth with ID and ASD had higher rates of emotional disorders than those with only ID (88% vs. 63% for hyperactivity, 71% vs. 42% for emotional problems, and 65% vs. 46% for conduct problems, respectively). There is also considerable co-occurrence of multiple emotional problems in individuals with ASD. Approximately 40-50% of youth with ASD are estimated to meet criteria for two or more psychiatric disorders, often combining attentional or behavioral problems (e.g. ADHD) with internalizing problems (e.g. anxiety disorder), even after taking into account symptoms that may be related to core ASD sociocommunicative and behavioral symptoms [Leyfer et al., 2006;Simonoff et al., 2008].

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“…Limited communication skills regarding internal events are often displayed by individuals with ASD (Baron-Cohen et al 1999;Gadow et al 2005;Gillott et al 2001) which may make it difficult to differentiate OCD from other repetitive behavior commonly displayed by individuals with ASD. However, individuals with ASD do display obsessions and compulsions consistent with the criteria for OCD (de Bruin et al 2007;Ghaziuddin et al 1992;Gjevik et al 2011;Leyfer et al 2006;Russell et al 2005;Muris et al 1998) and some individuals with ASD also meet DSM (American Psychiatric 2000) criteria for OCD (Ghaziuddin et al 1992).…”

Section: Introductionmentioning

confidence: 99%

Assessment and Treatment of Obsessions and Compulsions in Individuals with Autism Spectrum Disorders: a Systematic Review

Neil

Sturmey

2013

Rev J Autism Dev Disord

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The purpose of this paper is to systematically review empirical evidence for the assessment and treatment of obsessive-compulsive disorder (OCD) among individuals with autism spectrum disorders (ASD). Systematic searches were conducted in electronic databases, reference lists, and journals. Fifty-five studies met inclusion criteria: 21 studies investigating prevalence, symptom presentation, and assessment, as well as 34 intervention studies investigating 14 different interventions. Based on the Chambless criteria for treatment efficacy, four treatments (behavior analysis and behavior modification, risperidone, fluoxetine, and fluvoxamine for adults) met criteria for possible efficacious interventions for OCD among individuals with ASD. Positive intervention outcomes were reported in the majority of studies, but there was not enough research to make firm conclusions regarding efficacy of other treatments.

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Comparison of DSM-IV symptoms in elementary school-age children with PDD versus clinic and community samples

Cited by 349 publications

References 46 publications

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

Assessment and Treatment of Obsessions and Compulsions in Individuals with Autism Spectrum Disorders: a Systematic Review

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