Protocol for a Systematic Review: Interventions for Anxiety in School-Aged Children with Autism Spectrum Disorder (ASD)--A Mixed-Methods Systematic Review

Autor/inn/en	Lietz, Petra; Kos, Julie; Dix, Katherine; Trevitt, Jenny; Uljarevic, Mirko; O'Grady, Elizabeth
Titel	Protocol for a Systematic Review: Interventions for Anxiety in School-Aged Children with Autism Spectrum Disorder (ASD)--A Mixed-Methods Systematic Review
Quelle	In: Campbell Systematic Reviews, 14 (2018) 1, (48 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1891-1803
DOI	10.1002/CL2.217
Schlagwörter	Intervention; Anxiety Disorders; Autism; Pervasive Developmental Disorders; Children; Symptoms (Individual Disorders); Incidence; Academic Achievement; Psychotherapy; Outcomes of Treatment; Fear + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Psychiatrische Symptomatik; Vorkommen; Schulleistung; Psychotherapie; Furcht
Abstract	Autism spectrum disorders (ASD) are a group of neurodevelopmental disorders. Children with ASD typically have difficulty with communication and social interaction, and may be overly dependent on routines, place extreme foci on items, and/or extremely dislike changes to their environment (Diagnostic and Statistical Manual of Mental-5, American Psychiatric Association, 2013). These symptoms appear on a continuum, with some children experiencing only mild symptoms, while others experience quite severe symptomatology. The prevalence of anxiety among school-aged children is of particular concern considering that anxiety during this period has a negative impact on intellectual functioning and academic achievement, and broadly on a child's overall school-functioning. School may present students with ASD particular cognitive, social and behavioural challenges that may increase levels of anxiety, and conversely, increased anxiety can impair school-functioning. In addition, teachers tend to perceive students with ASD as having more difficulty with academic success and with anxiety than their typically developing peers (Ashburner et al., 2010). Interventions and programs that aim to address anxiety and the challenges that school-aged children with ASD face in educational environments, may improve their overall school-functioning and later life-outcomes. Against this background, the need for accurate treatment of anxiety in school-aged children with ASD is evident. Hence, the proposed systematic review aims to examine the effectiveness of interventions for anxiety, and anxiety related school-functioning, including internalising and fear behaviours, for school-aged children with ASD. (ERIC).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01