Anxiety in Children and Adolescents with Autism Spectrum Disorder: Evidence-Based Assessment and Treatment begins with a general overview of the history of research on anxiety in ASD and the path towards evidence-based assessment and treatment methods. Thereafter, chapters focus on the nature of ASD and anxiety comorbidity, the assessment of anxiety in ASD, and its treatment. Later chapters are devoted to future directions for research on this topic, including a discussion of anxiety assessment and treatment for adults and minimally verbal individuals.
Anxiety disorders in children with autism spectrum disorder (ASD) can cause substantial distress and impairment over and above that caused by ASD alone. Emerging research on genetic, psychological, psychophysiological, and psychometric aspects of ASD establish anxiety as a valid and necessary treatment target in this population.
This book is designed to help a broad array of providers who work with children with ASD understand cutting-edge, empirically supported treatments for anxiety, including specific treatment plans and strategies.
- Presents a balanced discussion of the scientific literature on anxiety in ASD
- Provides a pragmatic, clinically applied focus that gives readers a 'how-to' guide for the treatment of anxiety in ASD
- Considers the distinct ways in which anxiety presents in children and adolescents with ASD and the challenges this presents to assessment and treatment
- Examines emerging areas of anxiety assessment and treatment research in ASD
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1. Introduction 2. Prevalence of Anxiety in Autism Spectrum Disorders 3. Phenomenology and Presentation of Anxiety in Autism Spectrum Disorder 4. Neurobiological Mechanisms of Anxiety in ASD 5. Assessment of Anxiety in Youth With Autism Spectrum Disorder 6. Cognitive-Behavioral Principles and Their Applications Within Autism Spectrum Disorder 7. Individual CBT for Anxiety and Related Symptoms in Children With Autism Spectrum Disorders 8. Group Cognitive Behavior Therapy for Children and Adolescents With Anxiety and Autism Spectrum Disorders 9. Behavioral Treatments for Anxiety in Adults With Autism Spectrum Disorder 10. Behavioral Treatments for Anxiety in Minimally Verbal Children With ASD 11. Anxiety and ASD in Schools: School-Related Issues and Individualized Education Programs 12. Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD
Dr. Connor Kerns is an Assistant Research Professor at the AJ Drexel Autism Institute with secondary appointments in the Department of Psychology and Community Health and Prevention in the School of Public Health at Drexel University. She is also a Visiting Scholar at the Center for Health Innovation at Adelphi University. Dr. Kerns has expertise in the differential diagnosis, assessment and evidence-based treatment of childhood psychological disorders, particularly childhood anxiety, child trauma and traumatic stress and the impact of these conditions on youth with autism spectrum disorder. Dr. Kerns has received grants from federal and private agencies for her research (Autism Science Foundation, NIH), has published over 2 dozen peer-reviewed scientific articles in child psychology and contributed as an author and editor to numerous books, chapters and research journals. Dr. Kerns lives in Philadelphia with her husband, son and Airedale terrier, Seamus. She is an avid walker, equestrian and reader.
Patricia Renno, Ph.D. is a Postdoctoral Scholar and Clinical Instructor in the Department of Psychiatry and Biobehavioral Sciences at the University of California, Los Angeles. She received her doctoral degree in Educational Psychology at UCLA. Dr. Renno has worked on several clinical trials examining the efficacy of cognitive behavioral therapy to treat anxiety and related social difficulties in children with autism spectrum disorder (ASD). She received clinical training in modified cognitive behavioral therapy to treat anxiety in youth with ASD, as well as, in the assessment of anxiety and other conditions in youth with ASD. As part of the Center for Autism Research and Treatment (CART) at UCLA, she received training in psychophysiological research methodology, including fear potentiated startle paradigms and salivary cortisol collections. Her research focuses on the co-occurrence of anxiety in autism spectrum disorders and in particular on the construct validity of anxiety in ASD. Dr. Renno has published several journal articles and book chapters on these topics, and presented at a number of conferences. Her current research interests seek to determine underlying psychophysiological underpinnings of anxiety in ASD and to test a larger hypothetical model in which factors, such as increased daily stress, might contribute to greater anxiety and ASD symptom severity in youth with ASD.
Storch, Eric A.
Dr. Eric Storch is McIngvale Presidential Endowed Chair & Professor at Baylor College of Medicine. Dr. Storch has received multiple grants from federal agencies for his research (i.e., NIH, CDC), is a Fulbright Scholar, and has published over 14 books and over 500 articles and chapters. He specializes in the nature and treatment of childhood and adult obsessive-compulsive disorder and related conditions, anxiety disorders, and anxiety among youth with autism.
Kendall, Philip C.
Philip C. Kendall's doctorate in clinical psychology is from Virginia Commonwealth University where he has been honored with the Outstanding Alumnus Award. He is Board Certified by the American Board of Professional Psychology and is a Distinguished University Professor and Laura H. Carnell professor of Psychology at Temple University. Dr. Kendall has been president of the Society of Clinical Child and Adolescent Psychology (Division 53) of APA as well as President of the Association for the Advancement of Behavior Therapy (AABT, now ABCT). He has garnered prestigious awards: For example, Fellow at the Center for Advanced Study in the Behavioral Sciences, Research Recognition Award from the Anxiety Disorders Association of America, "Great Teacher award from Temple University, and "top therapist in the tristate area by Philadelphia Magazine. ABCT recognized and awarded him for his "Outstanding Contribution by an Individual for Educational / Training Activities and the Society for a Science of Clinical Psychology (SSCP) of the Association for Psychological Science (APS) awarded him the Distinguished Scientist Award. He has over 600 publication credits, and his citations place him among the most "Highly-Cited individuals in all of the social and medical sciences (H factor of 101).
Wood, Jeffrey J,
Jeffrey J. Wood is a clinical child psychologist with a joint appointment as Associate Professor in the Division of Child Psychiatry and the Division of Psychological Studies in Education at UCLA. He is also a faculty member of the UCLA Center for Autism Research and Treatment. He received a Ph.D. in Clinical Psychology from UCLA, specializing in clinical trials of cognitive behavioral therapy for childhood anxiety disorders and OCD. As a doctoral student and psychology intern at the UCLA Neuropsychiatric Institute, he acquired expertise in the assessment and behavioral treatment of schoolaged children with autism spectrum disorders. Dr. Wood was the PI of a CART Pilot Grant in 2004. He has also been the recipient of several awards from NIMH, AERA, and UCLA, and has attained multiple grants from NIMH, the Cure Autism Now foundation, Autism Speaks, and the Organization for Autism Research to study cognitive behavioral interventions for schoolaged children with autism. Drawing upon contemporary cognitive science models of memory retrieval competition and cognitive neuroscience models of information processing in autism, Dr. Wood has been developing novel intervention techniques and adapting techniques from other areas of childhood psychopathology (e.g., emotional disorders, disruptive behavior disorders, and habit disorders) in the formation of a comprehensive cognitive behavioral therapy program for schoolaged children with autism spectrum disorders and high levels of anxiety. Dr. Wood's research seeks to identify effective treatment methods that improve selfregulation, increase adaptive behaviors in social and academic contexts, and address the varying patterns of symptom expression (e.g., repetitive behaviors) and psychiatric comorbidity (e.g., anxiety, conduct problems) seen in many children with ASD.