Traumatic Stress in Parents of Children with Autism Spectrum Disorder

Total Page:16

File Type:pdf, Size:1020Kb

Traumatic Stress in Parents of Children with Autism Spectrum Disorder Traumatic stress in parents of children with autism spectrum disorder By Michelle Stewart BA(Psych), GDipBA, GDip(Psych) Submitted in partial fulfilment of the requirements for the degree of Doctor of Psychology (Clinical) Deakin University August 2016 PTSS in parents of children with ASD IV Acknowledgements Firstly, I would like to sincerely thank my primary supervisor, Associate Professor David Austin. Your passion for our project, continual optimism, encouragement, and guidance has been incredible. I look forward to continuing to contribute to this emerging area of research with you. I would also like to thank my associate supervisor, Professor Jane McGillivray. You have kept me grounded throughout this process with your wise counsel and your faith in my ability to complete this project has been invaluable. Thank you to Professor David Forbes, Associate Professor Tess Knight, and Dr Mohebbi for sharing your specialised knowledge with me. Your support has been pivotal in producing papers that I am proud to have published. I would also like to express my gratitude to my family for their incredible and unwavering support throughout my doctoral studies. Lawrence, your humour, love, and willingness to listen to me talk about my thesis for countless hours has kept me sane. Wayne and Julie, I could not have asked for more supportive and loving parents throughout this period of time in my life. Finally, to my beautiful friends who have stood by me – even if from afar at times. Thank you for your continual words of encouragement and patience; they have meant the world to me. PTSS in parents of children with ASD V List of peer-reviewed publications and presentations Stewart, M., McGillivray, J. A., Forbes, D., & Austin, D. W. (2016). Parenting a child with an autism spectrum disorder: a review of parent mental health and its relationship to a trauma-based conceptualisation. Advances in Mental Health. doi: 10.1080/18387357.2015.1133075 Stewart, M., Knight, T., McGillivray, J. A., Forbes, D. & Austin, D. W. (in press). Through a trauma-based lens: A qualitative analysis of the experience of parenting a child with and autism spectrum disorder. Journal of Intellectual & Developmental Disability Stewart, M., McGillivray, J. A., Forbes, D., Mohebbi, M., & Austin, D. W. (2016) Posttraumatic stress symptoms in parents of children with autism. Manuscript submitted and accepted for review with Journal of Anxiety Disorders Reprints made with the permission of the publishers. PTSS in parents of children with ASD VI Table of Contents Acknowledgements ................................................................................................... IV List of peer-reviewed publications and presentations ........................................... V Table of Contents ..................................................................................................... VI List of Tables ......................................................................................................... VIII Abstract ..................................................................................................................... IX Chapter 1: Autism Spectrum Disorders .................................................................. 1 1.1 Overview ......................................................................................................... 1 1.2 Diagnosis ......................................................................................................... 2 1.3 Prevalence of ASD .......................................................................................... 9 1.4 Aetiology of ASD ........................................................................................... 9 1.5 Differential diagnosis and co-morbidity ....................................................... 11 Chapter 2: Parenting children with ASD .............................................................. 13 2.1 Autism spectrum disorders and challenging behaviours............................... 13 2.1.1 Elopement..............................................................................................14 2.1.2 Aggression.............................................................................................14 2.1.3. Self-injury.............................................................................................15 2.1.4 Suicidal ideation and attempts...............................................................16 2.2 Impact of challenging behaviours on parent mental health ...................... 16 Chapter 3: Posttraumatic Stress Disorder ............................................................. 21 3.1 Overview ....................................................................................................... 21 3.2 Diagnosis ....................................................................................................... 22 3.3 Prevalence of PTSD ...................................................................................... 32 3.4 Aetiology of PTSD ....................................................................................... 32 3.5 Differential diagnosis and co-morbidity ....................................................... 34 3.6 The PTSD Criterion A controversy .............................................................. 35 3.7 The physiological profile of PTSD in parents of children with ASD ........... 36 Chapter 4: A review of parent mental health and its relationship with a traumatic stress framework .................................................................................... 40 Paper 1................................................................................................................. 41 Authorship Statement .......................................................................................... 42 Chapter 5: Qualitative investigation of traumatic stress in parents of children with ASD ................................................................................................................... 55 Paper 2................................................................................................................. 57 Authorship Statement .......................................................................................... 58 PTSS in parents of children with ASD VII Chapter 6: Quantitative study examining symptoms of posttraumatic stress in parents of children with ASD .................................................................................. 93 Paper 3................................................................................................................. 95 Authorship Statement .......................................................................................... 96 Chapter 7: Discussion ............................................................................................ 121 7.1 General discussion ...................................................................................... 121 7.1.2 Limitations...............................................................................................126 7.1.3 Clinical implications................................................................................127 7.1.4 Future research.........................................................................................130 7.1.5 Conclusion...............................................................................................132 References ............................................................................................................... 133 Appendices .............................................................................................................. 153 Appendix One (Chapter 5) ................................................................................ 154 Qualitative research flyer.............................................................................154 Qualitative study plain language statement..................................................155 Appendix Two (Chapter 6) ............................................................................... 160 Quantitative study recruitment flyer............................................................160 Online quantitative study plain language statement (parent of child with ASD).............................................................................................................161 Online quantitative study plain language statement (parent of TD child)...164 Online quantitative questionnaire ................................................................. 167 PTSS in parents of children with ASD VIII List of Tables Table 1. Diagnostic criteria for Autistic Disorder (DSM-III-R, 1987) ....................... 4 Table 2. Diagnostic criteria for Autistic Disorder (DSM-IV, 1994) ........................... 5 Table 3. Diagnostic criteria for Asperger’s Disorder (DSM-IV, 1994) ...................... 7 Table 4. Diagnostic criteria for Autism Spectrum Disorder (DSM-5, 2013) .............. 8 Table 5. Diagnostic criteria for Posttraumatic Stress Disorder (DSM-III, 1980) ..... 24 Table 6. Diagnostic criteria for Posttraumatic Stress Disorder (DSM-III-R, 1987) . 27 Table 7. Diagnostic criteria for Posttraumatic Stress Disorder (DSM-IV, 2000) ..... 28 Table 8. Diagnostic criteria for Posttraumatic Stress Disorder (DSM-5, 2013) ....... 30 PTSS in parents of children with ASD IX Abstract Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder that has no clear aetiology, cure or standard
Recommended publications
  • Understanding Asperger's Syndrome
    CHAPTER Extensive vocabulary. persons with AS, and these individuals are often extremely good on rote memory skills such as UNDERSTANDING ASPERGER’S Other autism spectrum disorders include: dates, facts and figures. SYNDROME Classic autism. (2 CE HOURS) Rett syndrome. History of Asperger’s syndrome By: Rene Ledford, MSW, LCSW, BCBA and Kathryn Brohl, MA, LMFT Childhood disintegrative disorder. As a diagnosis, AS has been known in Europe Learning objectives Pervasive developmental disorder, not since the 1940s when it was described by a ! List the common signs and symptoms of otherwise specified (usually referred to as Viennese pediatrician, Hans Asperger. Dr. Asperger’s syndrome. PDD-NOS). Asperger reported observing four children ! Relate the history of Asperger’s syndrome. Unlike children with classic autism, children in his practice who had difficulty in social ! Describe the diagnostic criteria for Asperger’s with AS tend to retain their early language skills, situations. Although appearing normal in terms syndrome. often having large vocabularies for their age. of intelligence, these children appeared to ! Describe the onset of Asperger’s syndrome. Also, individuals with AS tend not to experience lack nonverbal communication skills, failed to ! Define the etiology (pathophysiology) of severe intellectual impairments as compared demonstrate empathy for their peer group and Asperger’s syndrome. to individuals with other ASDs. Testing of were physically clumsy. ! List the prevalence (epidemiology) of individuals with AS tends to reveal IQ’s in the Dr. Leo Kanner first published a paper in 1943 Asperger’s syndrome in the general normal to superior range, although some persons identifying autistic children. Kanner noted that population.
    [Show full text]
  • Tom Nichols Dissects the Dangerous Antipathy to Expertise. by Lydialyle Gibson
    The Mirage of Knowledge Tom Nichols dissects the dangerous antipathy to expertise. by Lydialyle Gibson everal years ago, Tom Nichols started writing a book were no longer merely uninformed, Nichols says, but “aggressively about ignorance and unreason in American public discourse— wrong” and unwilling to learn. They actively resisted facts that might and then he watched it come to life all around him, in ways alter their preexisting beliefs. They insisted that all opinions, how- starker than he had imagined. A political scientist who has ever uninformed, be treated as equally serious. And they rejected Staught for more than a decade in the Harvard Extension School, he professional know-how, he says, with such anger. That shook him. had begun noticing what he perceived as a new and accelerating— Skepticism toward intellectual authority is bone-deep in the and dangerous—hostility toward established knowledge. People American character, as much a part of the nation’s origin story as 32 March - April 2018 Photograph by Stu Rosner Reprinted from Harvard Magazine. For more information, contact Harvard Magazine, Inc. at 617-495-5746 the founders’ Enlightenment principles. Overall, Security. A self-described “’80s guy” in loafers and khakis, he is 57, that skepticism is a healthy impulse, Nichols be- a mix of warmth and directness and slight exasperation. There’s a lieves. But what he was observing was something brisk, suffer-no-fools self-assurance about him. Somehow he always else, something malignant and deliberate, a collapse seems to be in motion, even when he is standing still. of functional citizenship. “Americans have reached The Death of Expertise began as a cri de coeur on his now-defunct a point where ignorance, especially of anything re- blog in late 2013.
    [Show full text]
  • 'Psychopathological Differences Between Asperger Syndrome
    ‘Psychopathological differences between Asperger syndrome/normal IQ, no language impairment autism spectrum disorder and schizotypal disorder in an adult sample’ Introduction The purpose of this study is to identify psychopathology (psychiatric symptoms) that can differentiate between Schizotypal Disorder (SD) and Asperger Syndrome (normal IQ, no language impairment Autism Spectrum Disorder) (ASD) in young adults. With our present knowledge, the differentiation between ASD and SD can be difficult, as they both present with social difficulties, odd (but not psychotic) behaviour, and a 'feeling of not being as everyone else' (1). Background SD is a non-psychotic disorder within the Schizophrenia Spectrum (in ICD-10) (1, 2), and has a prevalence of 3.9 % in adult samples (3). Autism Spectrum Disorder, a pervasive developmental disorder (including Asperger Syndrome) (1), has a prevalence of 1 % (4). SD is typically diagnosed in young adults, whereas ASD typically is diagnosed in childhood. However, the ASD symptoms sometimes first become invalidating in young adulthood, where social demands exceed the individual's capacity. In these cases, patients with symptoms corresponding to ASD, are also seen in Adult Psychiatry. Unfortunately, the fact that ASD most often is diagnosed in Child- and Adolescent Psychiatry, together with ASD treatment being a municipal responsibility (and the Mental Health Service is not), makes the experience with seeing and diagnosing ASD in Adult Psychiatry scarce (5). Similarities between the two conditions, as stated above, are seen in both social dysfunction (2, 6, 7) and cognitive impairments (8), and studies suggest that patients presenting with symptoms corresponding to ASD in Adult Psychiatry, are either overlooked (9, 10), or diagnosed within the schizophrenia spectrum (9, 11).
    [Show full text]
  • The Employer's Guide to Asperger's Syndrome
    THE EMPLOYER’ S GUIDE TOO Chances Are, You’re Working with Someone Who Has Asperger’s Syndrome SPERGER S I’ve written this guide to show employers how to utilize the tal- A ’ ents of a capable, intelligent, well-educated and underutilized work force: individuals with Asperger’s Syndrome. YNDROME Asperger’s Syndrome is a recently recognized neurobiological dis- I order. People with Asperger’s Syndrome have a hard time under- S Working with smart, talented people standing and responding to social who have trouble “fitting in” cues. They may make blunt or inap- propriate comments, alienate col- People with I leagues with quirky behavior, or Recognizing a disorder that affects as dominate conversations talking Asperger’s Syndrome about areas of personal interest. many as 1 in every 250 people have a hard time Although only officially recognized I by the medical community in 1994, understanding Solutions for employees with social, Asperger traits have been observed communication or organization challenges in many prominent individuals and responding to throughout history. It’s been specu- social cues. I lated that Isaac Asimov, Johann Advantages of “the Asperger mind” Sebastian Bach, Albert Einstein, Bill Gates, Vincent Van Gogh, Thomas Jefferson, Mozart, Isaac Newton, Carl Sagan, Vernon Smith (Nobel Laureate, Economics), Andy Warhol, and Ludwig Wittgenstein had/have Asperger’s Syndrome. Today the prevalence of Asperger’s Syndrome is estimated to be 1 as high as 1 in every 250 people in the United States. Chances are you’re working with or have worked with people who have Asperger’s Syndrome. 1 BY BARBARA BISSONNETTE, PRINCIPAL The Complete Guide to Asperger’s Syndrome, ©2007 Tony Attwood FORWARD MOTION COACHING ©2009 Barbara Bissonnette, Forward Motion Coaching • 978-298-5186 [email protected] • www.ForwardMotion.info 1 The business community benefits in two important ways from understanding how to effectively manage Asperger individuals.
    [Show full text]
  • Associations and the Establishment of Musical Expression Dissertation
    Known by the Company It Keeps: Associations and the Establishment of Musical Expression Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Ryan Clifford Jordan, M.A. Graduate Program in Philosophy The Ohio State University 2009 Dissertation Committee: Lee B. Brown, Co-advisor Daniel Farrell, Co-advisor Diana Raffman Sukjae Lee Donald Hubin Copyright by Ryan Clifford Jordan 2009 Abstract I argue for an association theory of musical expression, whereby music acquires its expressive character through associations with extra - musical content. Musical works can be roughly categorized into two groups: absolute works—works, such as Bach’s “Invention No. 13 in A minor” and Scriabin’s “Prelude in B major, Op. 2, No.2”, that are not accompanied by any descriptive title, text, or program—and non-absolute works—works, such as Schubert’s “Ave Maria” and Williams’ Theme from Harry Potter, that are. I argue that the best approach to developing a theory of musical expression begins with an analysis of non-absolute music. Analyzing non-absolute music, I show that musical expression is intimately tied up with associations that stem from those texts, titles, and programs. The benefit of this approach is that it straightforwardly explains not only non-absolute music’s expressive properties, but also how absolute music has its expressive properties. I argue that expression is tied up not only with whole pieces but also with musical elements such as timbre, rhythm, tempo, and melodic gestures. These musica l elements are the same in both absolute and non-absolute music, so associations established with non-absolute music simply carry through to the absolute musical ii works.
    [Show full text]
  • A Mortal Antipathy
    A MORTAL ANTIPATHY Oliver Wendell Holmes A MORTAL ANTIPATHY Table of Contents A MORTAL ANTIPATHY......................................................................................................................................1 Oliver Wendell Holmes.................................................................................................................................1 PREFACE......................................................................................................................................................1 FIRST OPENING OF THE NEW PORTFOLIO.......................................................................................................2 INTRODUCTION.........................................................................................................................................2 I. GETTING READY..................................................................................................................................14 II. THE BOAT−RACE................................................................................................................................19 III. THE WHITE CANOE...........................................................................................................................22 IV.................................................................................................................................................................24 V. THE ENIGMA STUDIED......................................................................................................................29
    [Show full text]
  • Personality and Social Psychology Review
    Personality and Social Psychology Review http://psr.sagepub.com Reinvigorating the Concept of Situation in Social Psychology Harry T. Reis Pers Soc Psychol Rev 2008; 12; 311 originally published online Sep 23, 2008; DOI: 10.1177/1088868308321721 The online version of this article can be found at: http://psr.sagepub.com/cgi/content/abstract/12/4/311 Published by: http://www.sagepublications.com On behalf of: Society for Personality and Social Psychology, Inc. Additional services and information for Personality and Social Psychology Review can be found at: Email Alerts: http://psr.sagepub.com/cgi/alerts Subscriptions: http://psr.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations http://psr.sagepub.com/cgi/content/refs/12/4/311 Downloaded from http://psr.sagepub.com at UNIV OF ROCHESTER LIBRARY on July 15, 2009 SPSP Presidential Address Reinvigorating the Concept of Situation in Social Psychology Harry T. Reis University of Rochester The concept of situation has a long and venerable history in which Cohen’s victims found themselves. Their usual in social psychology. The author argues that recent answer was something like, “We are not troubled approaches to the concept of situation have confused because each of them fully deserved it.” certain important elements. Herein, the author proposes Imagine, now, that each of these situations had been that attention to three of these elements will reinvigorate presented not on film but in a social-psychological labo- the concept of situation in social psychology: (a) that the ratory. Baron Cohen would be the confederate whose analysis of situations should begin with their objective behavior was carefully scripted to follow a well-defined features; (b) that situations should be conceptualized model.
    [Show full text]
  • Overlap Between Autism Spectrum Disorder and Bipolar Affective Disorder
    CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Regensburg Publication Server Review Psychopathology 2015;48:209–216 Received: November 24, 2014 DOI: 10.1159/000435787 Accepted after revision: May 23, 2015 Published online: August 8, 2015 Overlap between Autism Spectrum Disorder and Bipolar Affective Disorder a, c b–d Norbert Skokauskas Thomas Frodl a Centre of Child and Adolescent Mental Health and Child Protection, Department of Neuroscience, Norges b Teknisk-Naturvitenskapelige Universitet, Trondheim , Norway; Department of Psychiatry, University of Regensburg, c d Regensburg , Germany; Department of Psychiatry, and Institute of Neuroscience, University of Dublin, Trinity College Dublin, Dublin , Ireland Key Words Introduction Autism spectrum disorder · Bipolar affective disorder · Co-occurrence · Prevalence Autism spectrum disorder (ASD) is a lifelong neuro- developmental disorder previously characterized as a tri- ad of symptoms [1] and now as a dyad, comprising social Abstract communication difficulties and repetitive, stereotyped Background: At present there is a substantial uncertainty re- behavior [2] . A recent review of global prevalence of ASD garding the extent and nature of autism spectrum disorder reported a median of 62 cases per 10,000 and did not sup- (ASD) and bipolar affective disorder (BPAD) co-occurrence port differences in prevalence by geographic region or of due to disparate findings in previous studies. This paper a strong impact of ethnic/cultural or socioeconomic fac- aimed to find and review original studies on co-occurrence tors [3] . rates of ASD with BPAD, assess them, synthesize the findings In the past there was a tendency to attribute almost all in a systematic way, present an overview and make recom- psychiatric and behavioral problems in persons with ASD mendations for future research.
    [Show full text]
  • Appeasement in Human Emotion, Social Practice, and Personality
    AB 010 AGGRESSIVE BEHAVIOR Volume 23, pages 359–374 (1997) Appeasement in Human Emotion, Social Practice, and Personality Dacher Keltner,1* Randall C. Young, 1 and Brenda N. Buswell2 1Department of Psychology, University of California, Berkeley, California 2Department of Psychology, University of Wisconsin, Madison, Wisconsin . In this article we examine the role of appeasement in human emotion, social practice, and personality. We first present an analysis of human appeasement. Appeasement begins when the conditions of social relations lead one individual to anticipate aggression from others, is expressed in submissive, inhibited behavior, which in turn evokes inferences and emotions in others that bring about social reconciliation. Our empirical review focuses on two classes of human appeasement: reactive forms of appeasement, including embar- rassment and shame, which placate others after social transgressions; and anticipatory forms of appeasement, including polite modesty and shyness, which reduce the likeli- hood of social conflict and aggression. Our review of the empirical evidence indi- cates that embarrassment, shame, modesty, and shyness share the eliciting conditions, submissive behavior, and social consequences of appeasement. We conclude by discussing social processes that allow humans to appease one another, such as teasing, and those that prevent appeasement, such as legal and negotiation prac- tices, to the benefit and detriment of human relations. Aggr. Behav. 23:359–374, 1997. © 1997 Wiley-Liss, Inc. Key words: human appeasement; social reconciliation; behavioral systems INTRODUCTION In 1872, Darwin published The Expression of the Emotions in Man and Animals, in which he advanced his now well-known evolutionary approach to emotion. In marshal- ing evidence for this approach, he traced the expression of emotions such as fear and anger in humans to the behavioral systems of others species.
    [Show full text]
  • Children's Mental Health Disorder Fact Sheet for the Classroom
    1 Children’s Mental Health Disorder Fact Sheet for the Classroom1 Disorder Symptoms or Behaviors About the Disorder Educational Implications Instructional Strategies and Classroom Accommodations Anxiety Frequent Absences All children feel anxious at times. Many feel stress, for example, when Students are easily frustrated and may Allow students to contract a flexible deadline for Refusal to join in social activities separated from parents; others fear the dark. Some though suffer enough have difficulty completing work. They worrisome assignments. Isolating behavior to interfere with their daily activities. Anxious students may lose friends may suffer from perfectionism and take Have the student check with the teacher or have the teacher Many physical complaints and be left out of social activities. Because they are quiet and compliant, much longer to complete work. Or they check with the student to make sure that assignments have Excessive worry about homework/grades the signs are often missed. They commonly experience academic failure may simply refuse to begin out of fear been written down correctly. Many teachers will choose to Frequent bouts of tears and low self-esteem. that they won’t be able to do anything initial an assignment notebook to indicate that information Fear of new situations right. Their fears of being embarrassed, is correct. Drug or alcohol abuse As many as 1 in 10 young people suffer from an AD. About 50% with humiliated, or failing may result in Consider modifying or adapting the curriculum to better AD also have a second AD or other behavioral disorder (e.g. school avoidance. Getting behind in their suit the student’s learning style-this may lessen his/her depression).
    [Show full text]
  • When Compassion Leads to Paternalism: How Empathy Can Create Perceptions of Incompetence
    When Compassion Leads to Paternalism: How Empathy Can Create Perceptions of Incompetence THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Stephanie Lauren Reeves Graduate Program in Psychology The Ohio State University 2017 Master's Examination Committee: Dr. Steven Spencer, Advisor Dr. Jennifer Crocker Dr. Kentaro Fujita Copyrighted by Stephanie Lauren Reeves 2017 Abstract Conventional wisdom and psychological research suggest that empathy is one of the most effective ways to promote intergroup relations. We suggest, however, that certain types of empathy may in fact backfire and undermine intergroup relations. Specifically, in the present research we examined whether empathy focused only on a racial minority group target’s disadvantages and struggles – what we refer to as paternalistic empathy – would lead majority group members to form more negative impressions of the target. In addition, we examined whether respectful empathy, or empathy that focuses on the target’s strengths in addition to their disadvantages, would lead to more positive impressions of the target. In Study 1, White participants who engaged in paternalistic empathy for a Black target showed more pity for the target and perceived him as less competent (vs. a respectful empathy condition and a control condition). Participants who engaged in respectful empathy for the target perceived him as more competent (vs. the control condition). Study 2 addresses alternative explanations associated with the results of Study 1. Lastly, Study 3 was a two-part study that examined the effects of paternalistic empathy on White’s behaviors toward a Black job candidate in an interview task, and how White’s behaviors might in turn affect a job candidate’s interview performance.
    [Show full text]
  • Anxiety in Children and Adolescents with Autism Spectrum Disorders
    Research in Autism Spectrum Disorders 3 (2009) 1–21 Contents lists available at ScienceDirect Research in Autism Spectrum Disorders Journal homepage: http://ees.elsevier.com/RASD/default.asp Review Anxiety in children and adolescents with Autism Spectrum Disorders Bonnie M. MacNeil *, Vicki A. Lopes, Patricia M. Minnes Queen’s University, Kingston, Ontario, Canada ARTICLE INFO ABSTRACT Article history: Anxiety symptoms and disorders are highly prevalent in children Received 29 February 2008 and adolescents with Autism Spectrum Disorder (ASD), although Received in revised form 29 May 2008 they are often unrecognized or misdiagnosed. The purpose of the Accepted 6 June 2008 present review is to (1) provide clinicians with practical informa- tion on assessment and diagnosis of co-morbid anxiety in children Keywords: and adolescents with ASD, (2) summarize and critically examine the Anxiety literature on anxiety in children and adolescents with ASD, and (3) ASD recommend avenues for future research in this area. A review of the Prevalence literature yielded several recommendations for the assessment of Assessment anxiety in youth with ASD. It was concluded that comprehensive assessments of anxiety in ASD populations should use multiple informants, multimodal assessment techniques, and standardized assessment methods that are appropriate for clinical use in ASD samples. Overall, studies suggest that youth with ASD experience greater levels of anxiety than community populations, similar levels of anxiety to clinically anxious groups, and different patterns of anxiety when compared to other clinical groups. Although existing studies are methodologically fair, their correspondence with clinical recommendations for assessment is poor. Recommenda- tions to improve of the quality of empirical studies and directions for future research are discussed.
    [Show full text]