Exploring the Manifestations of Anxiety in Children with Autism Spectrum Disorders

Hallett, Victoria; Lecavalier, Luc; Sukhodolsky, Denis G.; Noreen, Cipriano,; Aman, Michael G.; McCracken, James T.; McDougle, Christopher J.; Tierney, Elaine; King, Bryan H.; Hollander, Eric; Sikich, Linmarie; Bregman, Joel D.; Anagnostou, Evdokia; Donnelly, Craig L.; Katsovich, Lily; Dukes, Kimberly A.; Vitiello, Benedetto; Gadow, Kenneth D.; Scahill, Lawrence

doi:10.1007/s10803-013-1775-1

Cited by 155 publications

(121 citation statements)

References 30 publications

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“…In a review of 40 studies, White, Oswald, Ollendick, and Scahill (2009) report that between 11 and 84% of children with ASD also exhibit anxiety symptoms and that 'anxiety may worsen during adolescence ' (p. 216). High levels of anxiety symptoms are identified in relation to: social anxiety; generalised anxiety, separation anxiety; specific phobias and obsessive-compulsive disorder (Gillott, Furniss, & Walyerm, 2001;Hallett et al, 2013).…”

Section: Asd and Anxietymentioning

confidence: 99%

An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education – the impact on young people and their families

Preece

Howley

2018

International Journal of Adolescence and Youth

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School refusal is an important factor impacting upon poor outcomes for adolescents and youth. Individuals with autism spectrum disorder (ASD) experience characteristic difficulties regarding social interaction and communication, rigidity of thinking and sensory sensitivities. These difficulties, coupled with the heightened anxiety that many on the spectrum experience, place them at particular risk of school refusal. This study investigates activity undertaken in one UK local authority, where provision was developed to help such students to re-engage with formal education. Data were collected at three points through the first year of the provision's existence. Findings show all students were successfully supported to attend the provision and re-engage with formal education. Factors supportive of re-engagement are presented and considered in the light of an ecological model of support for school refusers and what is considered as 'good practice' in autism education. It is suggested that the factors identified are indicative of good practice across both areas of activity.

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Section: Asd and Anxietymentioning

confidence: 99%

An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education – the impact on young people and their families

Preece

Howley

2018

International Journal of Adolescence and Youth

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“…The validity and reliability of standard anxiety inventories among children with ASD are under active investigation (Wood and Gadow, 2010;Van Steensel et al, 2012;Hallett et al, 2013). The parent report version of the Screen for Child Anxiety Related Emotional Disorders (SCARED; Birmaher et al, 1997) was selected for two reasons.…”

Section: Participantsmentioning

confidence: 99%

“…Prevalence estimates of anxiety disorders in ASD vary widely (Simonoff, 2005), with more recent studies indicating rates in excess of 40% (Leyfer et al, 2006;Sukhodolsky et al, 2008). It appears likely that most if not all anxiety disorders occur at an elevated rate in ASD (Sukhodolsky et al, 2008;Hallett et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Anxiety and social deficits have distinct relationships with amygdala function in autism spectrum disorder

Herrington

Miller

Pandey

et al. 2016

Social Cognitive and Affective Neuroscience

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Current neural models of autism spectrum disorder (ASD) and anxiety disorders suggest hyperactivation of amygdala in anxiety, but hypoactivation of amygdala in ASD. The objectives of this study were to (i) test the hypothesis that amygdala activity measured by functional magnetic resonance imaging (fMRI) represents a hybrid signal of opposing social functions and anxiety symptoms, and (ii) determine whether longstanding findings of decreased amygdala activation in ASD apply only to those individuals with ASD and low levels of anxiety. During fMRI scanning, 81 youth with ASD and 67 non-ASD control participants completed a face recognition paradigm that elicits robust amygdala activation. Only individuals with ASD and low anxiety levels (a subsample of 28 participants) showed decreased amygdala activation relative to controls. In the ASD group, anxiety symptoms were positively correlated with amygdala activity across the full ASD group, whereas core ASD symptoms (including social deficits) were negatively correlated. Results indicate that hypoactivation of amygdala in ASD, a suggestive finding first reported nearly 20 years ago, can be masked by comorbid anxiety-thus bringing enhanced clarity to this line of work. Amygdala activity represents a hybrid signal of emotion and social processes that cannot be reduced to either alone.

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“…; DSM-IV) referenced instrument designed to screen for child psychiatric disorders (Gadow and Sprafkin, 2002). In a sample of 415 children (aged 4-17 years) with ASD enrolled in one of four multisite trials, Hallett et al (2013) showed that on the CASI Anxiety scale, some children were low on anxiety, others were rated in the mild-to-moderate range, and still others had scores suggesting high anxiety. However, items beginning with "worries" or "complains" were seldom endorsed in this sample, suggesting that items reliant on language may not be useful in children with ASD.…”

mentioning

confidence: 99%

Using qualitative methods to guide scale development for anxiety in youth with autism spectrum disorder

Bearss

Taylor

Aman

et al. 2015

Autism

Self Cite

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Anxiety is common in youth with autism spectrum disorder. Despite this common co-occurrence, studies targeting anxiety in this population are hindered by the under-developed state of measures in youth with autism spectrum disorder. Content validity (the extent to which an instrument measures the domain of interest) and an instrument's relevance to the patient population are key components of measurement development. This article describes the application of qualitative research methods in the initial development of a parent-rated instrument of anxiety symptoms in youth with autism spectrum disorder. Overall, 48 parents of 45 children (aged 3-17 years) with autism spectrum disorder and at least mild anxiety participated in one of six focus groups at two sites (three groups per site). Systematic coding of the focus group transcripts identified broad themes reflecting the situations and events that trigger anxiety in children with autism spectrum disorder, the behavioral manifestations of anxiety in children with autism spectrum disorder, the parent and the child's own response to anxiety, and broad behavioral patterns that could be associated with anxiety. From the focus group data, investigators generated 52 candidate items for a parent-rating of anxiety in youth with autism spectrum disorder. This report provides a detailed description of these early steps in developing a patient-oriented outcome measure.

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Exploring the Manifestations of Anxiety in Children with Autism Spectrum Disorders

Cited by 155 publications

References 30 publications

An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education – the impact on young people and their families

An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education – the impact on young people and their families

Anxiety and social deficits have distinct relationships with amygdala function in autism spectrum disorder

Using qualitative methods to guide scale development for anxiety in youth with autism spectrum disorder

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