The Autism Society Event and Education Recordings Archive

It’s our contention that the constructs of stress and anxiety have pragmatic value in understanding behaviors commonly seen in persons with autism spectrum disorder (ASD). Many behaviors that are associated with ASD are related to the experience of stress and anxiety by individuals who lack a repertoire of coping mechanisms. Stress and Self-Regulation in Persons with ASD:

Assessment, Relaxation and Cognitive Strategies

Although numerous books and articles have addressed stress and anxiety in the general population, very little has been written about the implications of stress and anxiety for individuals with Autism Spectrum Disorder (ASD). There are, however, first person reports which describe stress and anxiety from people with autism who are high functioning, daily observations of clinicians and caregivers, and a growing body of empirical research which suggests that stress and anxiety impact the development and behavior of persons with ASD.

It is the contention of this presentation that the constructs of stress and anxiety have pragmatic value in understanding many of the behaviors commonly seen in persons with ASD. Furthermore, we assert that many of the behaviors that are typically labeled as “autistic” or “stereotypic” are functionally related to the experience of stress and anxiety by individuals who lack a repertoire of appropriate coping mechanisms. In an effort to bring more attention to the assessment of stress and promotion of coping in this population, the current presentation will review, in detail, the following four primary areas:

(1) Characteristics of ASD that can make this population more vulnerable to and less able to cope with the effects of stress and anxiety.

(2) State-of-the-art techniques for measuring emotional, physiological, and behavioral aspects of stress in individuals with ASD.

(3) Stress reduction strategies designed specifically for this population, including picture rehearsal, relaxation, and positive psychological approaches.

(4) Innovative, computerized tools to assist with learning, communication, and self-regulation.

Learning Objectives: