A Randomized Controlled Trial of a Cognitive Behavioural Intervention for Anger Management in Children Diagnosed with Asperger Syndrome

Sofronoff, Kate; Attwood, Tony; Hinton, Sharon; Levin, Irina

doi:10.1007/s10803-006-0262-3

Cited by 174 publications

(100 citation statements)

References 21 publications

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“…This strategy offers a unique opportunity to target these traditionally treatment-resistant behaviors with the development of training programs that aim at promoting emotion regulatory processes (Prizant et al 2003;Sofronoff et al 2007;Scarpa and Reyes 2011). Finally, the availability of such training programs might also decrease the use of pharmacological agents associated with severe side effects (e.g., antipsychotic medications), to reduce disruptive behaviors related to emotion dysregulation, such as irritability, temper tantrums, aggression, or self-injurious behavior (Owen et al 2009).…”

Section: Discussionmentioning

confidence: 99%

Emotion Dysregulation and the Core Features of Autism Spectrum Disorder

Samson

Phillips

Parker

et al. 2013

J Autism Dev Disord

247

167

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The aim of this study was to examine the relationship between emotion dysregulation and the core features of Autism Spectrum Disorder (ASD), which include social/communication deficits, restricted/repetitive behaviors, and sensory abnormalities. An 18-item Emotion Dysregulation Index was developed on the basis of expert ratings of the Child Behavior Checklist. Compared to typically developing controls, children and adolescents with ASD showed more emotion dysregulation and had significantly greater symptom severity on all scales. Within ASD participants, emotion dysregulation was related to all core features of the disorder, but the strongest association was with repetitive behaviors. These findings may facilitate the development of more effective therapeutic strategies targeting emotion dysregulation in order to optimize longterm outcomes for individuals with ASD.

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Section: Discussionmentioning

confidence: 99%

Emotion Dysregulation and the Core Features of Autism Spectrum Disorder

Samson

Phillips

Parker

et al. 2013

J Autism Dev Disord

247

167

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show abstract

“…Finally, the authors reviewed these 168 articles in a more in-depth review and reached a consensus to further exclude 136 articles (70 did not involve participants with an ASD diagnosis, 42 were theoretical papers or secondary reviews, 15 did not include at least one ER measure, and 9 did not involve participants with an ASD diagnosis and were theoretical papers or secondary reviews), resulting in 32 articles that met the criteria and were included in the current review. Reference lists from the 32 studies were also reviewed [see asterisks in reference list for final included studies; specifically, three were ultimately identified through Bal et al, 2010;Mazefsky et al, 2013;Sofronoff, Attwood, Hinton, & Levin, 2007;Van Hecke et al, 2009].…”

Section: Methodsmentioning

confidence: 99%

“…Six of the 64 ER measures were open-ended type measures and were used in 13% of the total studies (n = 4). As shown in Table 1, Beaumont and Sofronoff [2008] and Sofronoff et al [2007], both used the Dylan is Being Teased [Attwood, 2004b], measure of social cognition. Three of the four studies that used open-ended measures used more than one.…”

Section: Methods Of Measurementmentioning

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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“…Social skills programs for higher-functioning children and adolescents Many controlled trials 21,23,24,29,[59][60][61][62][63][64][65] and observational studies 25,26,30,31,[66][67][68][69][70] of social skills programs have been conducted. We conducted several meta-analyses on social skills studies that used similar outcome measures.…”

Section: Lowmentioning

confidence: 99%

Nonmedical Interventions for Children With ASD: Recommended Guidelines and Further Research Needs

et al. 2012

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OBJECTIVE: To use the findings of a systematic review of scientific evidence to develop consensus guidelines on nonmedical interventions that address cognitive function and core deficits in children with autism spectrum disorders (ASDs) and to recommend priorities for future research. METHODS:The guidelines were developed by a Technical Expert Panel (TEP) consisting of practitioners, researchers, and parents. A systematic overview of research findings was presented to the TEP; guideline statements were drafted, discussed, debated, edited, reassessed, and presented for formal voting.

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A Randomized Controlled Trial of a Cognitive Behavioural Intervention for Anger Management in Children Diagnosed with Asperger Syndrome

Cited by 174 publications

References 21 publications

Emotion Dysregulation and the Core Features of Autism Spectrum Disorder

Emotion Dysregulation and the Core Features of Autism Spectrum Disorder

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

Nonmedical Interventions for Children With ASD: Recommended Guidelines and Further Research Needs

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