Anxiety in Children and Adolescents with Autism Spectrum Disorder. Evidence-Based Assessment and Treatment PDF
Preview Anxiety in Children and Adolescents with Autism Spectrum Disorder. Evidence-Based Assessment and Treatment
ANXIETY IN CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER ANXIETY IN CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER Evidence-Based Assessment and Treatment Edited by CONNOR M. KERNS Drexel University, Philadelphia, PA, United States PATRICIA RENNO Universityof California, Los Angeles,CA, United States ERIC A. STORCH Universityof South Florida, Tampa,FL, United States PHILIP C. KENDALL Temple University, Philadelphia, PA,UnitedStates JEFFREY J. WOOD Universityof California, Los Angeles,CA, United States AcademicPressisanimprintofElsevier 125LondonWall,LondonEC2Y5AS,UnitedKingdom 525BStreet,Suite1800,SanDiego,CA92101-4495,UnitedStates 50HampshireStreet,5thFloor,Cambridge,MA02139,UnitedStates TheBoulevard,LangfordLane,Kidlington,OxfordOX51GB,UnitedKingdom Copyrightr2017ElsevierInc.Allrightsreserved. Nopartofthispublicationmaybereproducedortransmittedinanyformorbyanymeans,electronicor mechanical,includingphotocopying,recording,oranyinformationstorageandretrievalsystem,without permissioninwritingfromthepublisher.Detailsonhowtoseekpermission,furtherinformationaboutthe Publisher’spermissionspoliciesandourarrangementswithorganizationssuchastheCopyrightClearance CenterandtheCopyrightLicensingAgency,canbefoundatourwebsite:www.elsevier.com/permissions. ThisbookandtheindividualcontributionscontainedinitareprotectedundercopyrightbythePublisher (otherthanasmaybenotedherein). Notices Knowledgeandbestpracticeinthisfieldareconstantlychanging.Asnewresearchandexperiencebroaden ourunderstanding,changesinresearchmethods,professionalpractices,ormedicaltreatmentmaybecome necessary. Practitionersandresearchersmustalwaysrelyontheirownexperienceandknowledgeinevaluatingand usinganyinformation,methods,compounds,orexperimentsdescribedherein.Inusingsuchinformationor methodstheyshouldbemindfuloftheirownsafetyandthesafetyofothers,includingpartiesforwhomthey haveaprofessionalresponsibility. Tothefullestextentofthelaw,neitherthePublishernortheauthors,contributors,oreditors,assumeany liabilityforanyinjuryand/ordamagetopersonsorpropertyasamatterofproductsliability,negligenceor otherwise,orfromanyuseoroperationofanymethods,products,instructions,orideascontainedinthe materialherein. BritishLibraryCataloguing-in-PublicationData AcataloguerecordforthisbookisavailablefromtheBritishLibrary LibraryofCongressCataloging-in-PublicationData AcatalogrecordforthisbookisavailablefromtheLibraryofCongress ISBN:978-0-12-805122-1 ForInformationonallAcademicPresspublications visitourwebsiteathttps://www.elsevier.com Publisher:NikkiLevy AcquisitionEditor:EmilyEkle EditorialProjectManager:BarbaraMakinster ProductionProjectManager:NickyCarter Designer:MatthewLimbert TypesetbyMPSLimited,Chennai,India To Mike, Finn, Rebecca and Graham Connor M. Kerns To Sue and Paul Renno Patricia Renno With love to Maya, Noah, Ellie, and Jill Eric A. Storch For all of the youth and their families who have contributed to our knowledge and our ability to provide improved services through their participation in research Philip C. Kendall This book is dedicated to my two sons, Jonah and Elliott, the two sweetest boys I could ever have imagined Jeffrey J. Wood LIST OF CONTRIBUTORS MaryBaker-Ericze´n Child &AdolescentServices ResearchCenter,San Diego, CA, United States; Rady Children’s Hospital, San Diego, CA, United States LaurenBrookman-Frazee Child &AdolescentServices ResearchCenter,San Diego, CA, United States; Universityof California,San Diego, CA, United States ColbyChlebowski Child &AdolescentServices ResearchCenter,San Diego, CA, United States; Universityof California,San Diego, CA, United States CaitlinM.Conner Universityof Colorado School of Medicine,Aurora, CO,United States JohnDanial Universityof California,Los Angeles, CA, United States ThompsonE.Davis Louisiana State University, Baton Rouge, LA, United States JamesP.Donnelly Institute for Autism Research, Canisius College, Buffalo,NY,UnitedStates AmyDrahota Michigan State University, East Lansing, MI, United States; Child &Adolescent Services Research Center, San Diego,CA, United States CoriFujii Universityof California,Los Angeles, CA, United States LouisP.Hagopian Kennedy Krieger Institute, Baltimore, MD,UnitedStates; Johns Hopkins UniversitySchool of Medicine, Baltimore, MD,United States JohnD.Herrington The Children’s Hospital of Philadelphia, Philadelphia,PA,United States; Universityof Pennsylvania, Philadelphia, PA, United States MaysaM.Kaskas Louisiana State University, Baton Rouge, LA, United States PhilipC.Kendall Temple University, Philadelphia, PA,United States RachelKent Institute of Psychiatry, Psychology &Neuroscience, London, United Kingdom ConnorM.Kerns Drexel University,Philadelphia, PA, United States xiii xiv ListofContributors SamiKlebanoff Universityof California, LosAngeles, CA, United States MatthewD.Lerner Stony Brook University, StonyBrook, NY, United States KarenLevine HarvardMedical School, Lexington, MA, United States MeganLilly Louisiana State University, Baton Rouge, LA, United States ChristopherLopata Institute for Autism Research,CanisiusCollege,Buffalo, NY,UnitedStates BrennaB.Maddox The Children’s Hospital of Philadelphia, Philadelphia,PA,UnitedStates IlianaMagiati National Universityof Singapore, Singapore JudithS.Miller The Children’s Hospital of Philadelphia, Philadelphia,PA,UnitedStates; Universityof Pennsylvania, Philadelphia, PA, United States LaurenJ.Moskowitz St. John’s University,Queens,NY, United States AnnOzsivadjian Guy’s and St. Thomas Foundation Trust, London,UnitedKingdom ValentinaParma Scuola InternazionaleSuperiorediStudi Avanzati, Trieste,Italy JudyReaven Universityof Colorado AnschutzMedical CampusSchool of Medicine, Aurora, CO, United States; Children’s HospitalColorado, Aurora,CO,United States PatriciaRenno Universityof California, LosAngeles, CA, United States TamaraRosen Stony Brook University, StonyBrook, NY, United States PaigeM.Ryan Louisiana State University, Baton Rouge, LA, United States EmilySimonoff Institute of Psychiatry,Psychology&Neuroscience,London, United Kingdom NicoleStadnick Child &Adolescent Services ResearchCenter,San Diego, CA, United States; Universityof California, San Diego,CA, UnitedStates ListofContributors xv EricA.Storch Universityof South Florida, Tampa, FL, United States MarcusL.Thomeer Institute for Autism Research, Canisius College, Buffalo,NY,UnitedStates SusanW.White Virginia Tech, Blacksburg, VA, United States KirstenWillar Universityof Colorado AnschutzMedicalCampusSchool of Medicine, Aurora, CO,United States; Children’s Hospital Colorado,Aurora, CO,UnitedStates JeffreyJ.Wood Universityof California,Los Angeles, CA, United States CHAPTER 1 Introduction Connor M. Kerns1, Patricia Renno2, Eric A. Storch3, Philip C. Kendall4 and Jeffrey J. Wood2 1DrexelUniversity,Philadelphia,PA,UnitedStates 2UniversityofCalifornia,LosAngeles,CA,UnitedStates 3UniversityofSouthFlorida,Tampa,FL,UnitedStates 4TempleUniversity,Philadelphia,PA,UnitedStates Anxiety has been discussed within the context of autism spectrum disor- der (ASD) since Kanner and Asperger’s initial accounts of autism, in the descriptions of ASD in the Diagnostic and Statistical Manual (DSM), and in the burgeoning research on the prevalence, presentation, and treatment of ASD that has emerged over the last decade. Kanner (1943) noted high levels of anxiety in several of his case studies. For example, he described one child as being “very timid, fearful of various and changing things, wind, large animals, etc.” (p. 228). Another child displayed “...a good deal of ‘worrying.’ He frets when the bread is put in the oven to be made into toast, and is afraid it will get burned and be hurt...” (p. 233). Criteria for ASD in the DSM over the last several editions have included symptoms that often overlap with anxiety (e.g., adherence to rituals, diffi- culties with minor changes in routine). Recent research provides evidence that anxiety disorders affect approximately 40(cid:1)50% of children with ASD (van Steensel et al., 2011) and cause substantial distress and impairment over and above that caused by ASD alone (Bellini, 2004; Chang et al., 2012; Sukhodolskyet al., 2008). Although anxiety has been consistently noted in ASD, efforts to understand and explain the role and significance of this cooccurrence are more recent. Cooccurrence of psychological disorders is common and yet there is something particular about the relationship of anxiety in ASD. Anxiety is more prevalent in ASD than other developmental and learning disorders. Further, anxiety is both independent and distinguishable from core ASD deficits and also influenced by and influential to them (Kerns and Kendall, 2012). The relationship of ASD and anxiety may thus teach us much about the underlying etiology and maintenance of these psycho- logical conditions and the increased functional impairments related to AnxietyinChildrenandAdolescentswithAutismSpectrumDisorder. ©2017ElsevierInc. 1 DOI:http://dx.doi.org/10.1016/B978-0-12-805122-1.00001-6 Allrightsreserved. 2 AnxietyinChildrenandAdolescentswithAutismSpectrumDisorder their cooccurence. The study of anxiety in ASD may demonstrate neuro- biological and behavioral patterns associated with comorbidity generally but also elucidate patterns specific to the cooccurrence of these particular symptoms. Further, recent research has indicated that anxiety is a valid treatment target among children with ASD based on emerging genetic, psychophysiological, and psychometric evidence. As a result of the increased awareness of the prevalence and impact of anxiety on indivi- duals with ASD, several interventions have been developed and tested and found to be efficacious in treating anxiety in ASD. This book begins with chapters focusing on the nature of ASD and anxiety cooccurrence. Authors delve into the current literature on the prevalence, presentation, and underlying mechanisms of anxiety in ASD. These chapters highlight classical presentations of anxiety in youth with ASD, as well as, more ambiguous presentations, the correct diagnostic classification of which is unclear. Additional chapters discuss recent research findings on neurobiological mechanisms underlying anxiety in ASD. Chapters are then devoted to discussion of assessment and treatment of anxiety in ASD, with several chapters on evidence-based practices. Basic cognitive behavioral therapy principles are introduced as well as how this treatment approach can be applied to children and youth with ASD. Authors review the existing literature on the efficacy of individual and group CBT therapies for anxiety in ASD. Further, authors describe individual and group CBT approaches that have been employed in suc- cessful treatment programs and provide case studies to exemplify how these types of interventions can be implemented by clinicians to treat anxiety in youth with ASD. Chapters detailing psychosocial treatment have a pragmatic flavor to them allowing the reader to apply skills and techniques immediately. Particular attention is also given to treatment considerations for symptoms related to anxiety in ASD that can compli- cate case conceptualization, treatment planning, and implementation. Further chapters include preliminary findings and future research directions related to the treatment of anxiety in individuals with ASD. These sections are devoted to the assessment and treatment of anxiety in adults and minimally verbal children. There is also a chapter on school- related issues that are relevant for youth with anxiety and ASD. Topics include how anxiety can manifest and interfere in the school setting and discussion of accommodations and supports that can be employed in the school for anxious children on the spectrum. Lastly, there is a chapter on Introduction 3 the use of evidence-based psychosocial treatments for anxiety in youth with ASD in the community. It discusses current efforts to disseminate psychosocial approaches and future directions for implementing psycho- social treatments to treat anxiety and related conditions in children and youth with ASD in the community. This edited book covers broad ground and targets the scientist, the clinician, and those who combine these disciplines in their daily work. It provides reviews of literature, covering topics such as the prevalence, etiology, presentation, and assessment of anxiety in ASD with chapters submitted from leaders in the field. This compilation combines scientific richness and evidence with clinical “how to’s” and practical illustrations and suggestions. The chapters cover newly developing areas and areas of important future research and clinical practice. There should be some- thing in this book for all those who support individuals with ASD in their lives and careers and who wonder about the essential nature of social development and cognition and its connectedness with mental health, quality of life and well-being. Further, we see this book as a medium to deliver the scientific literature to those outside of academia who nonethe- less want to know as much as they can know, know what has been tested, and offer treatments and approaches that can be expected to have an impact on the lives of individuals with ASD. This edited book provides the current state of knowledge of the pre- sentation, assessment, and treatment of anxiety in ASD, but there are future research directions that the authors note in their chapters. Of con- siderable importance is the need for further research in the assessment and treatment of anxiety in under-represented subpopulations on the autism spectrum, including individuals who are minimally verbal, individuals with intellectual disability and adults. The majority of the current assess- ment and treatment research has been conducted in school-age children with average intellectual abilities. Additionally, with research demonstrat- ing the efficacy of individual and group treatment approaches for anxiety in ASD, further research on how these treatments can be successfully dis- seminated and implemented in the community is needed. Anxiety disorders in children and adolescents with ASD have been rigorously studied over the last decade and continue to receive consider- able attention. Explicit studies of anxiety in ASD have increased our knowledge of the prevalence, presentation, assessment and treatment of these constructs and their connectedness. Further, this research suggests that regardless of how it is conceptualized or what it is called, anxiety
The list of books you might like
