Conceptualizing and Treating Social Anxiety in Autism Spectrum Disorder: A Focus Group Study with Multidisciplinary Professionals

Autor/inn/en	Spain, Debbie; Rumball, Freya; O'Neill, Lucy; Sin, Jacqueline; Prunty, Jonathan; Happé, Francesca
Titel	Conceptualizing and Treating Social Anxiety in Autism Spectrum Disorder: A Focus Group Study with Multidisciplinary Professionals
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 30 (2017), S.10-21 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12320
Schlagwörter	Anxiety Disorders; Interpersonal Competence; Pervasive Developmental Disorders; Autism; Focus Groups; Clinical Diagnosis; Symptoms (Individual Disorders); Interdisciplinary Approach; Professional Personnel + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Autismus; Psychiatrische Symptomatik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Personalbestand
Abstract	Background: Individuals who have autism spectrum disorders (ASD) commonly experience social anxiety (SA). Disentangling SA symptoms from core ASD characteristics is complex, partly due to diagnostic overshadowing and co-occurring alexithymia. Causal and maintaining mechanisms for SA in ASD are underexplored, but it is feasible that there is an ASD specificity to the clinical presentation, with implications for the development of targeted treatments. Methods: Five focus groups were conducted with multidisciplinary professionals to investigate their perspectives about, and approaches to, working with individuals with ASD and SA. Data were analysed thematically. Results: Data analysis revealed two overarching themes: conceptualizing SA in ASD and service provision. Our results suggest that adaptations to service provision are pertinent, so as to accommodate inherent impairments that can mediate assessment and intervention. Conclusions: Future studies should establish how aspects of the care pathway can be improved for individuals with ASD and SA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01