Group Cognitive Behavioural Treatment for Anxiety in Autistic Adolescents with Intellectual Disability: A Pilot and Feasibility Study

Blakeley‐Smith, Audrey; Meyer, Allison; Boles, Richard E.; Reaven, Judy

doi:10.1111/jar.12854

Cited by 22 publications

(37 citation statements)

References 47 publications

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“…To this end, the present study explored patterns of shared and distinct familiarity among ASD providers by identifying (a) factors underlying familiarity with different practices, and (b) provider and client characteristics associated with those factors. Consistent with prior literature, we hypothesized that expert discipline (Christon et al, 2015), years in practice (Barry et al, 2021), and practicing in schools (Locke et al, 2017) as well as the age and intellectual functioning of providers’ clients (Blakeley-Smith et al, 2021; Lang et al, 2010; Scarpa & Reyes, 2011) would predict greater familiarity.…”

Section: Present Studymentioning

confidence: 68%

“…Yet, problematic anxiety is equally prevalent in autistic youth with and without ID (Kerns et al, 2021). Recent studies with small samples found that youth with ASD and ID can independently use cognitive coping strategies (Blakeley-Smith et al, 2021;Moskowitz et al, 2017). Effective dissemination and implementation of adapted cognitive strategies to providers for individuals with ASD/ ID is an important area for translational efforts.…”

Section: Discussionmentioning

confidence: 99%

“…For example, cognitive approaches (e.g. Socratic questioning and cognitive restructuring) may be less familiar to providers primarily serving chronologically or developmentally younger youth for whom these techniques may be cognitively mismatched (Blakeley-Smith et al, 2021; Kerns et al, 2016; Lang et al, 2010; Scarpa & Reyes, 2011). Investigating these potential influences on usual care is warranted to enhance communication between providers and guide multidisciplinary care of school- and transition-age autistic youth.…”

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confidence: 99%

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Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder

Day

Rosen

Kim

et al. 2022

Autism

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Understanding the types of intervention practices familiar to transdisciplinary autism spectrum disorder providers may be critical to characterize and optimize “usual care” for common clinical concerns (e.g. internalizing, externalizing, and social challenges) among school- and transition-age autistic youth. We assessed if there is an underlying factor structure to expert providers’ familiarity with such practices, and if characteristics of experts (discipline, years’ experience, and school setting) and/or their clients (age and intellectual disability) predicted these factors. Fifty-three expert providers rated their familiarity with 55 practices via an online Delphi poll. Exploratory structural equation modeling identified latent factors of familiarity, which were regressed onto provider and client variables to identify predictors. Four factors emerged: two approaches (cognitive and behavioral) and two strategies (engagement and accessibility). Cognitive approaches were associated with practicing outside school settings and treating clients without intellectual disability, behavioral approaches with practicing in schools and the disciplines of clinical psychology and behavior analysis, engagement strategies with practicing outside school settings, and accessibility strategies with more years in practice. Findings suggest expert transdisciplinary autism spectrum disorder providers are familiar with many of the same approaches and that differences in knowledge are predicted by their discipline, treatment setting, experience, and work with youth with intellectual disabilities. Lay abstract School-age children, adolescents, and young adults with autism spectrum disorder encounter many different types of providers in their pursuit of treatment for anxiety, behavior problems, and social difficulties. These providers may all be familiar with different types of intervention practices. However, research has not yet investigated patterns in expert providers’ familiarity with different practices nor how these patterns are related to the characteristics of providers (years in practice, academic discipline, setting) and the youth (age and intellectual disability) they typically support. A panel of 53 expert transdisciplinary providers rated their familiarity with 55 intervention practices (derived from research and expert nominations) via an online Delphi poll. Advanced statistical methods were used to identify types of intervention practices with which providers were familiar, which included two approaches (cognitive and behavioral) and two strategies (engagement and accessibility). Providers who practiced outside a school setting or treated clients without intellectual disability were more familiar with cognitive approaches. Clinical psychologists, behavior analysts, and school-based providers were more familiar with behavioral approaches. Providers practicing outside school settings were also more familiar with engagement strategies, and providers with more years in practice were more familiar with accessibility strategies. These results may help families and researchers to better anticipate how services may vary depending on the types of autism spectrum disorder providers seen and work to reduce disparities in care that may result.

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Section: Present Studymentioning

confidence: 68%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder

Day

Rosen

Kim

et al. 2022

Autism

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“…Intervention with probiotics, prebiotics, and fecal microbiota transplantation provides promising results for autism, emotional, and gastrointestinal symptoms (Martínez-González & Andreo-Martinez, 2020 ). Another traditional intervention such as cognitive‐behavioral therapy (CBT) has reduced negative emotional states in children with high functioning ASD (Perihan et al, 2020 ; Wang et al, 2021 ) and in individuals with ASD and intellectual disability (Blakeley‐Smith et al, 2021 ). The CBT can help improve coping and social communication strategies in individuals with ASD.…”

Section: Discussionmentioning

confidence: 99%

Relationships Between Emotion Regulation, Social Communication and Repetitive Behaviors in Autism Spectrum Disorder

Martínez-González

Cervin

Rodríguez

2021

J Autism Dev Disord

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The relationship between emotion regulation, social interaction and different types of restricted and repetitive behaviors is poorly understood. In the present study, structural equation modeling based on information about 239 individuals with autism was used to examine whether emotion regulation and social communication were associated with self-injury and stereotyped behaviors. Results showed that poor emotion regulation had a unique association with self-injury while difficulties with social communication was uniquely associated with stereotyped behaviors. Emotion regulation and social communication were strongly associated and self-injury and stereotyped behaviors moderately associated. This implies that these types of behaviors are often expressions of broader negative emotional states in autism. Treatments that help improve coping and social communication strategies may benefit individuals with autism.

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“…Four of the thirteen included studies were single-case studies or case series (Burton et al, 2017;Muskett et al, 2020;Poornima et al, 2019;Wright, 2013). The remaining two studies by Blakeley-Smith et al (2021) and Gobrial and Raghavan (2018) were single-group pre-post studies with samples sizes of 23 and 7 participants, respectively.…”

Section: Methodsmentioning

confidence: 99%

Psychological therapies for anxiety in autistic individuals with co-occurring intellectual developmental disorder: A systematic review

Kazzi

Campbell

Porter

2023

Rev J Autism Dev Disord

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This systematic review aimed to evaluate the efficacy of psychological therapies for anxiety for people with autism and co-occurring intellectual developmental disorder (AUT + IDD). A systematic search identified 13 studies comprising 49 participants with AUT + IDD, aged between 5 and 41 years. Most studies were single-case experimental designs (n = 7) or case studies or case series (n = 4). Studies implemented cognitive behavioural therapy (n = 4) or exposure therapy techniques (n = 9). All studies reported a reduction in anxiety symptoms, as measured by either quantitative measures or defined as participants meeting end of treatment criterion. However, the conclusions are preliminary due to the methodological limitations of the current literature. The implications of these findings, as well as recommendations for future direction in the field, are discussed.

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Group Cognitive Behavioural Treatment for Anxiety in Autistic Adolescents with Intellectual Disability: A Pilot and Feasibility Study

Cited by 22 publications

References 47 publications

Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder

Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder

Relationships Between Emotion Regulation, Social Communication and Repetitive Behaviors in Autism Spectrum Disorder

Psychological therapies for anxiety in autistic individuals with co-occurring intellectual developmental disorder: A systematic review

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