CBT for Children and Adolescents with High-Functioning Autism Spectrum Disorders

ebook THE GUILFORD PRESS CBT FOR CHILDREN AND ADOLESCENTS WITH HIGH-FUNctIONING AUTISM SPEctRUM DISORDERS CBT for Children and Adolescents with High-Functioning Autism Spectrum Disorders edited by ANGELA SCARPA SUsaN WILLIAMS WHITE TONY ATTWOOD The Guilford Press New York London © 2013 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 The authors have checked with sources believed to be reliable in their efforts to provide information that is complete and generally in accord with the standards of practice that are accepted at the time of publication. However, in view of the possibility of human error or changes in behavioral, mental health, or medical sciences, neither the author, nor the editors and publisher, nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in every respect accurate or complete, and they are not responsible for any errors or omissions or the results obtained from the use of such information. Readers are encouraged to confirm the information contained in this book with other sources. Library of Congress Cataloging-in-Publication Data CBT for children and adolescents with high-functioning autism spectrum disorders / edited by Angela Scarpa, Susan Williams White, Tony Attwood. pages cm Includes bibliographical references and index. ISBN 978-1-4625-1048-1 (hardcover : alk. paper) 1. Children with autism spectrum disorders—Rehabilitation. 2. Autistic children— Rehabilitation. 3. Cognitive therapy for children. 4. Cognitive therapy for teenagers. I. Scarpa, Angela, editor of compilation. II. White, Susan Williams, editor of compilation. III. Attwood, Tony, editor of compilation. IV. Title: Cognitive-behavioral therapy for children and adolescents with high-functioning autism spectrum disorders. RJ506.A9C397 2013 618.92′85882—dc23 2013017187 To my son Hugh, who is my inspiration for this volume, and to my other children, Emilia, Sal, and Dan, and my husband, Bruce, for their unending support and love To my clients, for the privilege of knowing you —A. S. To the clients who’ve taught me so much —S. W. W. To my inspiring clients, colleagues, and family members —T. A. About the Editors Angela Scarpa, PhD, is Associate Professor of Psychology at Virginia Poly- technic Institute and State University (Virginia Tech), founder and codirector of the Virginia Tech Autism Clinic, and director of the Virginia Tech Center for Autism Research. She is a clinical psychologist whose research and practice focus on the mental health of children, adolescents, and young adults with autism spectrum disorders (ASD). Dr. Scarpa is coauthor (with Anthony Wells and Tony Attwood) of Exploring Feelings for Young Chil- dren with High-Functioning Autism or Asperger’s Disorder: The STAMP Treatment Manual. Susan Williams White, PhD, is Assistant Professor of Psychology at Virginia Tech and codirector of the Virginia Tech Autism Clinic. She is a clinical psychologist specializing in the treatment of people affected by neurodevel- opmental disorders such as ASD. Dr. White has a special interest in interventions for social deficits and co-occurring psychiatric problems, such as anxiety in individuals with ASD, and exploration of transdiagnostic pro- cesses such as emotional and behavioral self-regulation. She is the author of Social Skills Training for Children with Asperger Syndrome and High- Functioning Autism. Tony Attwood, PhD, is a clinical psychologist and Chairperson of the Minds and Hearts Clinic in Brisbane, Australia, and Adjunct Professor at Griffith University in Queensland. With over 35 years of clinical experi- ence, he is considered a leading international expert in the field. His publications include The Complete Guide to Asperger’s Syndrome and Asperg- er’s Syndrome: A Guide for Parents and Professionals. vii Contributors Tony Attwood, PhD, Minds and Hearts Clinic, Brisbane, Queensland, Australia Nirit Bauminger-Zviely, PhD, Graduate Program in Special Education, School of Education, Bar-Ilan University, Ramat-Gan, Israel Renae Beaumont, PhD, Social Skills Training Institute, Queensland, Australia Audrey Blakeley-Smith, PhD, JFK Partners, Anschutz Medical Campus, School of Medicine, University of Colorado, Aurora, Colorado Shulamite A. Green, MA, Department of Psychology, University of California at Los Angeles, Los Angeles, California Isabelle Hénault, PhD, Department of Psychology, University of Québec, Montréal, Québec, Canada Gloria K. Lee, PhD, Department of Counseling, School of Educational Psychology, University at Buffalo, The State University of New York, Buffalo, New York Christopher Lopata, PsyD, Institute for Autism Research, Canisius College, Buffalo, New York Jill Lorenzi, MS, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia Carla A. Mazefsky, PhD, Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania Thomas H. Ollendick, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia Judy Reaven, PhD, JFK Partners, Anschutz Medical Campus, School of Medicine, University of Colorado, Aurora, Colorado ix x Contributors Nuri Reyes, MS, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia Lawrence Scahill, MSN, PhD, Marcus Autism Center, Emory University, Atlanta, Georgia Angela Scarpa, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia Kate Sofronoff, PhD, School of Psychology, University of Queensland, St. Lucia, Brisbane, Australia Marcus L. Thomeer, PhD, Institute for Autism Research, Canisius College, Buffalo, New York Martin A. Volker, PhD, Department of Counseling, School of Educational Psychology, University at Buffalo, The State University of New York, Buffalo, New York Susan Williams White, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia Jeffrey J. Wood, PhD, Division of Human Development and Psychology, University of California at Los Angeles, Los Angeles, California Preface and Acknowledgments The goal of this book is to provide scientists, practitioners, and students with a single-source overview of promising interventions that use a psy- chosocial approach to teach cognitive and behavioral skills to children and adolescents with high-functioning autism spectrum disorders (HFASD), including disorders formerly referred to as autistic disorder, Asperger syndrome, and pervasive developmental disorder not otherwise specified. The growing body of research on the effective application of cognitive- behavioral therapy (CBT) to treat children and adolescents with HFASD prompted our conceptualization of this resource. While behavioral thera- pies for HFASD have been used and recommended for decades, the addi- tion of cognitive components has only recently come to this stage. The inclusion of both cognitive and behavioral strategies seems especially help- ful for youth with HFASD who have no concurrent cognitive or intellectual impairment. Often, these individuals can use their tendency toward logical thinking to evaluate biases or assumptions that also affect their feelings and behaviors, and they can learn new ways to understand and monitor these thoughts, feelings, and actions. The timing of this book coincides with the publication of the DSM-5 (American Psychiatric Association, 2013), thus necessitating some change in diagnostic labels. In this book, we aim to be consistent with the current nosology provided in the DSM-5. In the DSM-5 former labels of autistic disorder, Asperger’s disorder, and pervasive developmental disorder are subsumed under the overall label of Autism Spectrum Disorder (ASD), and the presence of co-occurring intellectual impairment is listed as a specifier. In the extant research, individuals with ASD and no co-occurring intellectual impairment are often referred to as having HFASD. To be consistent with this research and the DSM-5, we will use the following terminology: xi xii Preface and Acknowledgments HFASD (to refer to ASD with no intellectual disability), ASD with intellectual impairment (to refer to ASD in the presence of intellectual impairment), and ASD (to refer to the broad spectrum, regardless of intellectual ability). However, there may be times when chapter authors refer to pub- lished work on samples with former diagnostic labels (e.g., autistic disorder, Asperger’s disorder), and we may use those labels as needed in order to accurately represent the research. For lack of better terminology, in this book we aim to address interventions for the population of children and adolescents with HFASD, meaning that they have a diagnostic label of ASD and are not globally intellectually impaired. Nonetheless, it is clear that these youth are not “high-functioning” in every domain, and indeed are often exceedingly poor in adaptive functioning. In other words, these children and adolescents may do well in terms of assessed intellectual

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