Treating Anxiety and Social Deficits in Children with Autism Spectrum Disorder in Two Schools in Nairobi, Kenya

Ireri, Niceta; White, Susan W.; Mbwayo, Anne

doi:10.1007/s10803-019-04045-6

Cited by 16 publications

(17 citation statements)

References 24 publications

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“…All programs delivered in small group contexts, and each group consisted of three (Ooi et al, 2008 ) to six participants (Luxford et al, 2016 ). Both Clarke et al ( 2016 ) and Ireri et al ( 2019 ) offered one-to-one support to participants. Only Fujii et al ( 2013 ) and Drmic et al ( 2017 ) involved parents in their study while other studies included only students as participants.…”

Section: Resultsmentioning

confidence: 99%

“…The significant overlap between ASD and anxiety symptoms with a lack of appropriate teacher measurements may also cause dilemmas in diagnoses of anxiety disorders in children with ASD in schools. For example, as Rodgers ( 2016 ) noted a variety of anxiety symptoms in children with ASD can be present because of core features of autism and environmental factors, such as sensory overload, fear of separation from their parents, and disruption of daily routines (e.g., Drmic et al, 2017 ; Ireri et al, 2019 ). Similarly, children with ASD might have more specific fears in school settings such as fear of using a school bus, staying in a small room, and social phobia.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, Drmic et al ( 2017 ) and Luxford et al ( 2016 ) used educators, including special educators, to implement programs with coaching and noted significant reeducation in both children and parent reports. In contrast, Fujii et al ( 2013 ) and Ireri et al ( 2019 ) included teachers in programs to help the students with transferring and practicing the skills they learned during treatments over to the school environments, rather than leading the programs. Unlike all of these roles, some studies (Clarke et al, 2016 ; Ooi et al, 2008 ) included only doctorate students and researchers from educational psychology, psychology, and psychiatry, not teachers.…”

Section: Discussionmentioning

confidence: 99%

“…sessions A mix-method design SCARED (P) SCARED (C) DBC (T) − 0.31 − 1.01 − 0.01 Fujii et al (2012) 12 7–11 (8.8; 1.6) 3 (female) 9 (male) Adapted Building Confidence CBT program Treatment-as-usual 32 weekly 90 min. sessions A hybrid study design (C/P)- ADIS − 2.06 Ireri et al ( 2019 ) 40 5–21 (NR: NR) 13 (female) 17 (male) MASSI Treatment-as-usual 13 weekly individual 60 min. sessions An experimental design CASI-Anx (P) − 0.39 Luxford et al ( 2016 ) 35 11–14 (13.2; 1.1) 4 (female) 31 (male) Exploring Feelings A waitlist 6 weekly -1 h sessions An experimental design School Anxiety Scale (P) SCAS-(C) SCAS-(P) − 0.20 − 0.42 − 0.57 Ooi et al ( 2008 ) 6 9–13 (11.50: 0.84) NR Adapted CBT programme No control group 16 90-min weekly sessions Pre- experimental design Asian children anxiety scale (T) SCAS-(C) SCAS-(P) − 0.28 − 0.33 0.23 ADIS Anxiety disorders Interview schedule, CASI-Anx Child and adolescent symptom inventory-4-ASD anxiety scale, DBC Developmental behavioral checklist, ( C ) child version, MASSI The multimodal anxiety and social skills intervention, ( P ) parent version, SCARED The Screen for Ch...…”

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

Assessment and Treatment of Anxiety in Children with Autism Spectrum Disorder in School Settings: A Systematic Review and Meta-Analysis

Perihan

Biçer

Bocanegra

2021

School Mental Health

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Anxiety is the most common mental health problem that occurs with Autism Spectrum Disorder (ASD), and due to creating a more inclusive learning environment, children with ASD are placed in general education classrooms. Thus, addressing anxiety problems for children with ASD in school settings become critically important. This systematic review and meta-analysis investigated the current qualities of studies and the effects of school-based interventions for reducing anxiety in children with ASD. The study included six studies with a total of 165 participants. A random-effect meta-analysis yielded a moderate overall effect ( g = − 0.58, 95% CI [− 0.96, − 0.20], z = − 3.01, p < .05) with no significant heterogeneity, Q (5) = 7.31, p = 0.20. Findings of the systematic review indicated that school-based interventions for anxiety problems are still in the early stages, and studies showed significant issues with adaptations of current clinical-based interventions and anxiety measurements to use in school settings for children with ASD. Interpretation of these findings and implications are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Assessment and Treatment of Anxiety in Children with Autism Spectrum Disorder in School Settings: A Systematic Review and Meta-Analysis

Perihan

Biçer

Bocanegra

2021

School Mental Health

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“…The field of implementation science has evolved to help bridge this gap and to better understand the barriers and facilitators that exist in translating evidence-based innovations into practice such that successful efficacy trials do become eventual successful effectiveness trials where interventions are delivered with fidelity in an economical and sustainable way in the community worldwide (Wood, McLeod, et al, 2015). In our review, about half of the efficacy studies identified (Ehrenreich-May et al, 2014; Fujii et al, 2013; Reaven et al, 2012b; Storch et al, 2013; Vause et al, 2017; Weiss et al, 2015; White et al, 2013; Wood et al, 2009; Wood, Ehrenreich-May, et al, 2015) went on to become eventual effectiveness studies (Ames & Weiss, 2013; Beidas et al, 2010; Floor & Lane, 2018; Guertin et al, 2019; Ireri et al, 2019; Kester & Lucyshyn, 2019; Wise et al, 2019; Wood et al, 2014). These studies occurred using a number of different CBT programs (e.g.…”

Section: Discussionmentioning

confidence: 99%

Considering efficacy and effectiveness trials of cognitive behavioral therapy among youth with autism: A systematic review

Lake

Modica

Chan

et al. 2020

Autism

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Cognitive behavioral therapy is a widely studied and commonly used psychosocial intervention for treating emotional problems in individuals with autism. To date, most studies of cognitive behavioral therapy and autism have focused on efficacy. Effectiveness trials, by contrast, measure whether an intervention produces particular results under “real-world” clinical conditions. We conducted a systematic review of cognitive behavioral therapy interventions targeting affective disorders among youth with autism and (a) classified studies as either efficacy or effectiveness trials and (b) coded how the effectiveness trials reflect the implementation characteristics outlined in the Framework of Dissemination in Health Services Intervention Research. The systematic search yielded 2959 articles, with 33 studies meeting inclusion criteria. Thirteen studies were categorized as effectiveness and 20 as efficacy. We discuss how the effectiveness studies considered elements of the implementation framework and provide recommendations for future studies, including greater consideration and measurement of adoption and sustainability processes, as well as organizational- and system-level outcomes. Results shed light on our understanding of the effectiveness of cognitive behavioral therapy in routine clinical practice, how an implementation framework can be used to guide and improve effectiveness studies, and identify barriers, facilitators, and gaps in the implementation process. Lay abstract Cognitive behavioral therapy is a common treatment for emotional problems in people with autism. Most studies of cognitive behavioral therapy and autism have focused on efficacy, meaning whether a treatment produces results under “ideal” conditions, like a lab or research setting. Effectiveness trials, by contrast, investigate whether a treatment produces results under “real-world” conditions, like a community setting (e.g. hospital, community mental health center, school). There can be challenges in bringing a cognitive behavioral therapy treatment out of a lab or research setting into the community, and the field of implementation science uses frameworks to help guide researchers in this process. In this study, we reviewed efficacy and effectiveness studies of cognitive behavioral therapy treatments for emotional problems (e.g. anxiety, depression) in children and youth with autism. Our search found 2959 articles, with 33 studies meeting our criteria. In total, 13 studies were labelled as effectiveness and 20 as efficacy. We discuss how the effectiveness studies used characteristics of an implementation science framework, such as studying how individuals learn about the treatment, accept or reject it, how it is used in the community over time, and any changes that happened to the individual or the organization (e.g. hospital, school, community mental health center) because of it. Results help us better understand the use of cognitive behavioral therapy in the community, including how a framework can be used to improve effectiveness studies.

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Strengthening System and Implementation Research Capacity for Child Mental Health and Family Well-being in Sub-Saharan Africa

et al. 2021

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Background Children in Sub-Saharan Africa (SSA) experience high rates of mental health problems, and the region has limited access to mental health resources and research capacity to address the needs. Despite the success of numerous evidence-based interventions (EBIs) and emerging methodology from the field of implementation science for addressing child mental health needs, most EBIs and implementation science methodology have not been applied in SSA contexts. The SMART-Africa Center aims to address these child welfare, mental health, services, and EBI implementation research gaps by establishing a regional trans-disciplinary collaborative center and studying strategies to strengthening mental health system and implementation research capacity. Our paper describes the overall framework and strategies that SMART-Africa team developed to strengthen capacity in three SSA countries (Ghana, Kenya, and Uganda) while focusing on its contextualization for the Kenyan school-community mental health settings. Methods to document the progress and impacts are also described. Methods The design of the system and research strengthening activities is guided by a SMART-Africa Capacity Building framework. Two areas of capacity are focused. Mental health system capacity focuses on building political wills, leadership, transdisciplinary partnership, and stakeholders’ global competency in evidence child mental health policy, intervention, and service implementation research. Implementation research capacity building focuses on building researchers’ implementation research competency by carrying out an EBI implementation research (using a Hybrid Type II effectiveness-implementation). For illustration purpose, we describe how the system strengthening strategies has been applied in Kenya, and how the mixed methods design applied to assess the value and impacts of the capacity building activities. Feedback data and evaluation data collection using qualitative and quantitative methods for both areas of capacity building are still ongoing. Data will be analyzed and compared across countries in 2020–2021. Conclusion Our work has shown some feasibility of applying the theory-guided system strengthening model in improving child mental health service system and research capacity in one of the three SMART-Africa partnering countries. Our mental health landscape and resource mapping in Kenya also illustrated that capacity building in SSA countries involved complex dynamic, history, and some overlap efforts with multiple partnerships, and these are critical to consider in training activity and evaluation design.

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Treating Anxiety and Social Deficits in Children with Autism Spectrum Disorder in Two Schools in Nairobi, Kenya

Cited by 16 publications

References 24 publications

Assessment and Treatment of Anxiety in Children with Autism Spectrum Disorder in School Settings: A Systematic Review and Meta-Analysis

Assessment and Treatment of Anxiety in Children with Autism Spectrum Disorder in School Settings: A Systematic Review and Meta-Analysis

Considering efficacy and effectiveness trials of cognitive behavioral therapy among youth with autism: A systematic review

Strengthening System and Implementation Research Capacity for Child Mental Health and Family Well-being in Sub-Saharan Africa

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