This presentation reviews research regarding symptoms of anxiety shown by children with ASD, which have been found to differ from symptoms shown by typically developing children. Recommendations for assessment, intervention, and caregiver strategies will be provided. Additionally, research regarding parent experiences of reporting on their child’s anxiety will be presented.
It is estimated that 39.6 percent of children diagnosed with autism spectrum disorder (ASD) also meet criteria for an anxiety disorder (van Steensel, Bogels, and Perrin, 2011). Many children with ASD may have difficulty communicating their anxiety to caregivers due to limited abilities to describe their cognitions and physiological states. Research has indicated that children with ASD may manifest their anxiety differently than their typically developing peers. Some atypical symptoms that have been identified in children with ASD include gastrointestinal upset, sleeping difficulties, increased repetitive behaviors, and amplification of existing behavioral problems (Hallet, Lecavalier, Sukhodolsky, Cipriano, Aman, McCracken, et al., 2013; Rodgers, Riby, Janes, Connolly, and McConachie, 2012; Williams, Leader, Mannion, and Chen, 2015). Effective treatments have been identified to reduce anxiety in children with ASD (Vasa and Mazurek, 2015), however in order for interventions to be implemented, children must first be assessed and diagnosed with anxiety. Many researchers have conducted reviews of available assessment measures and have found a number of limitations in available instruments (Grondhuis and Aman, 2012; Kerns an Kendall, 2012; LeCavalier, Wood, Halladay, Jones, Aman, Cook, et al., 2014; van Steensel et al. 2011; Vasa & Maurek, 2015; White, Oswald, Ollendick, and Scahill, 2009; Wigham and McConachie, 2014). One such limitation includes a lack of measures specifically designed for children with ASD (Vasa and Mazurek, 2015). Because of this population’s difficulty in communicating their anxiety, many clinicians rely on parent report measures to assess anxiety in this population (White et al., 2009). However, because measures are usually designed to assess typically developing children, they do not assess for atypical symptoms of anxiety that may be present in children with ASD. This results in reduced measurement sensitivity and an under-identification of anxiety in children with ASD. This presentation aims to help professionals and families better understand and recognize atypical symptoms of anxiety in children with autism. Additionally, information will be presented about current practices and recommendations for assessing anxiety in children with ASD. Original research will be presented on parents’ experiences of providing a report of their children’s anxiety using a measure designed for typically developing children. Lastly, recommendations will be presented for clinician interventions and family support for children with ASD and an anxiety disorder.
Learning Objectives:
- Describe atypical symptoms of anxiety demonstrated by children with ASD.
- Critique current practices for assessing anxiety in children with ASD
- Demonstrate knowledge of interventions and strategies to address anxiety in children with ASD.
Track: Lifespan 2 - School Age
Content Area: Behavior Issues and Supports
Presenter:
Chelsey Morrison, Psy.D.
Pediatric Psychology Fellow
USC UCEDD Children's Hospital Los Angeles
Dr. Morrison is a graduate of Wheaton College’s doctoral psychology program and is a postdoctoral fellow in pediatric psychology at Children’s Hospital Los Angeles. Her research and clinical interests include autism spectrum disorders, clinician burnout and compassion fatigue, peer victimization, child spirituality, and positive psychology.