The document summarizes research on the effects of mindfulness based stress reduction (MBSR) techniques on anxiety in children with autism spectrum disorder (ASD). It finds that anxiety is common in children with ASD, affecting around 40% compared to 2.2-27% of typically developing children. MBSR teaches mindfulness meditation and breathing exercises to calm the mind and relax the body. Studies show MBSR has potential benefits for reducing stress, anxiety, and emotional distress in children with ASD. When adapted appropriately for individuals with ASD, MBSR programs may help children better manage daily challenges and improve social behaviors.
Presentatie autisme escap 2015m4 madrid how_malleable_is_autism_escap_postUtrecht
KEYNOTE abstract by professor Sally Rogers (UC Davis MIND Institute, Sacramento) titled 'How malleable is autism? Outcome studies from the youngest children with ASD', held at the ESCAP 2015 Congress in Madrid, Monday June 22nd 2015
KEYNOTE presentation by professor Celso Arango (Hospital General Universitario Gregorio Marañón. IiSGM, Universidad Complutense, CIBERSAM. Madrid, Spain) on developmental trajectories in early-onset psychoses, held at the ESCAP 2015 Congress in Madrid, Monday June 22nd 2015
Presentatie autisme escap 2015m4 madrid how_malleable_is_autism_escap_postUtrecht
KEYNOTE abstract by professor Sally Rogers (UC Davis MIND Institute, Sacramento) titled 'How malleable is autism? Outcome studies from the youngest children with ASD', held at the ESCAP 2015 Congress in Madrid, Monday June 22nd 2015
KEYNOTE presentation by professor Celso Arango (Hospital General Universitario Gregorio Marañón. IiSGM, Universidad Complutense, CIBERSAM. Madrid, Spain) on developmental trajectories in early-onset psychoses, held at the ESCAP 2015 Congress in Madrid, Monday June 22nd 2015
Coping Strategies Among Caregivers Of Patients With Schizophrenia: A Descript...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
This is an overview of my upcoming Freedom from Suffering Live one day workshop. On this 45 minute PowerPoint you will walk away with several new chronic pain management tools.
Presentation by Winnie Asiti (African Centre for Technology Studies) at a side event on ecosystem-based adaptation hosted by the World Agroforestry Centre at the UNFCCC Paris COP21.
Coping Strategies Among Caregivers Of Patients With Schizophrenia: A Descript...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
This is an overview of my upcoming Freedom from Suffering Live one day workshop. On this 45 minute PowerPoint you will walk away with several new chronic pain management tools.
Presentation by Winnie Asiti (African Centre for Technology Studies) at a side event on ecosystem-based adaptation hosted by the World Agroforestry Centre at the UNFCCC Paris COP21.
Contents lists available at ScienceDirectResearch in AutisAlleneMcclendon878
Contents lists available at ScienceDirect
Research in Autism Spectrum Disorders
journal homepage: www.elsevier.com/locate/rasd
Self-reported emotion regulation in children with autism spectrum
disorder, without intellectual disability
Talia Burtona,*, Belinda Ratcliffea,b, James Collisona, David Dossetorb,
Michelle Wongb
a School of Social Sciences and Psychology, Western Sydney University, Bankstown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
b Department of Psychological Medicine, The Children’s Hospital at Westmead, Locked Bag 4001, Westmead, Sydney, NSW 2145, Australia
A R T I C L E I N F O
Number of reviews completed is 2
Keywords:
Autism spectrum disorder
Emotion regulation
Social skills
Mental health
Autism severity
A B S T R A C T
Background: Emotion regulation (ER) may be a critical underlying factor contributing to mental
health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised
self-reported ER in children with ASD and explored the association between mental health and
social skills. This study explored the association between self-reported ER skills, and parent/
teacher proxy reports of ER, social skills, autism severity and mental health.
Method: The pre-existing data set included a community sample of 217 students aged seven to
13-years (Mage = 9.51, SD = 1.26; 195 Male, 22 Female) with ASD. The study employed a
correlational design, whereby existing variables were explored as they occurred naturally (Hills,
2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental
health difficulties via standardised questionnaires.
Results: Multiple regression analyses were conducted separately for parent and teacher reports.
The linear combination of parent-reported emotion regulation, social skills, autism severity, and
child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-
report analysis. Social skills appeared to be a stronger predictor of mental difficulties than
emotional regulation irrespective of source.
Conclusions: The current study suggests self-reported ER to be a significant contributor to mental
health when in isolation. However, in the context of social skills and autism severity, ER is no
longer a significant contributor in a child and adolescent community sample, in determining
mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to
reduce mental health difficulties, social skills may be the focus of intervention, with some focus
on ER ability.
1. Introduction
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by difficulties in two core domains; social-
communication and restricted/ repetitive patterns of behaviour, interests or activities (American Psychiatric Association, 2013).
Compared to their typically developing (TD) peers, children with ASD have difficulties in social-emotional reciprocity, non-verbal
social-communicativ ...
Due Facilitating group to post by Day 1; all other students post AlyciaGold776
Due: Facilitating group to post by Day 1; all other students post to discussion prompt by Day 4 and one other peer initial discussion prompt post by Day 7
Initial Post: Created by Facilitating Group ( I am not in the facilitating group)
This is a student-led discussion.
· The facilitating group should choose one member from their group who will be responsible for the initial post.
· On Day 1 of this week, the chosen group member will create an initial post that is to include the group's discussion prompts, resources, and the instructions for what your classmates are to do with the resources.
· During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding.
· It is the expectation that the facilitating group will address all initial peer response posts by Day 7.
Reply Posts: Non-Facilitating Students
· If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group's instructions by Day 4. Your reply posts should include substantive reflection directed to the presenters.
· You are also expected to respond to at least two other peer's initial discussion prompt posts.
Facilitating Group’s Post (to be replied)
Depression and Somatization Disorders
Barry Lynne, Brittany Stoken, and Jessica Murphy
NU664C: Psychiatric Mental Health Care of the Family I
November 1, 2021
Depression and Somatization Disorders
Hello Class,
Group 1 is assigned Depression and Somatization Disorders to further discuss. Failure to adjust and modify emotions cognitively while experiencing stress can ultimately present an outcome of exaggerated physiological and behavioral responses and amplify susceptibility to somatic disorders, such as somatization (Davoodi, et al., 2019). Somatization Disorder is the presentation of recurrent and multiple somatic complaints of several years duration for which medical attention has been sought but which do not derive from a specific physical disorder (Swartz, Blazer, & George, 2012).
Please respond to the following questions:
1. When caring for a patient with somatization disorder, what therapeutic interventions would you formulate (Allen, Woolfolk, Escobar, Gara, and Hamer, 2006)?
2. How would you evaluate the success of your interventions for a patient living with somatization?
Depression is an extremely serious mood disorder that effects how you think, feel, and act. Symptoms range from mild to severe including, feeling sad, loss of interest or pleasure, change in appetite, trouble sleeping or getting too much sleep, feeling worthless, difficulty concentrating, and thoughts of death or suicide (American Psychiatric Association, 2021). To be diagnosed with depression, symptoms must last at least two weeks and present a change in level of functioning (National Institute of Men ...
Research-Based Interventions: Dissociative Identity Disorder 1
THIS IS AN EXAMPLE PLEASE DO NO COPY DO NOT PLAGiarism
Research-Based Interventions: Dissociative Identity Disorder
“Dissociative identity disorder is characterized by the presence of two or more identities or personality states, each with its relatively enduring pattern of perceiving, relating to, and thinking about the environment and the self” (Vermetten, Schmahl, Lindner, Loewenstein, & Bremner, 2006). There are many characteristics used that accompany Dissociative Disorder (DID). One method to understanding would be to know how the disorders are classified and defined. DID may be conceptualized effectively using the diathesis-stress model. There are many different intervention strategies for this disorder as well. Over time researchers have discovered the most effective treatments and interventions that can be used regarding DID. When one dissociates, the person may not have conscious awareness of what is happening (Vermetten, Schmahl, Lindner, Loewenstein, & Bremner, 2006).
Peer-reviewed Articles
One limitless, longitudinal, naturalistic, and prospective study investigated childhood maltreatment (CM) in adult intimate partner violence (IPV) victims among Dissociative Disorder (DD) patients with Dissociative Identity Disorder with CM rates of 80-95% and severe dissociative symptoms (Webermann, Brand, & Chasson, 2014). The methods of this study include 275 DD outpatient therapy patients who completed a self-reported measure of dissociation (Webermann, Brand, & Chasson, 2014). Analyses assessed associations between CM typologies, trait dissociation, and IPV (Webermann, Brand, & Chasson, 2014). The results of this study include emotional and physical child abuse associated with childhood witnessing of domestic violence, physical, and emotional IPV (Webermann, Brand, & Chasson, 2014) Two-tailed independent samples t -tests and z-tests were used in this study to represent data as well. “As an effect size, odds ratios (ORs) were calculated to predict the likelihood of a participant being in an abusive adult relationship if they experienced a particular type of CM” (Webermann, Brand, & Chasson, 2014, p. 5).
A double-blind study was conducted including 15 females with DID compared to 23 without psychopathology., chosen by self-disclosure results of a questionnaire along with a structured clinical interview by psychiatrists The objective was to examine the volumetric differences between amygdala and hippocampal volumes in patients with dissociative identity disorder, a disorder that has been associated with a history of severe childhood trauma (Vermetten, Schmahl, Lindner, Loewenstein, & Bremner, 2006). These researchers used MRI to measure volumes of the amygdala and hippocampus. The results included the volume of the hippocampus being 19.2 % smaller and the amygdala being 31.6% smaller in patients with DID when compared to the other subjects without psychopath ...
3Assignment Three Purpose of the study and Research Questions.docxlorainedeserre
3
Assignment Three: Purpose of the study and Research Questions
RES 9300
Recently, Autism has become a serious health concern to parents. According to Center for Disease Control and Prevention (2018), about one in fifty nine United States children has been identified with autism spectrum disorder with one in six children developing developmental disability ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism (CDC,2018). World Health Organization (2019) estimates that 1 in 160 children globally has autism making it one of the most prevalent diseases. Despite the disease prevalence, most population has little knowledge about the disease. Many health practitioners have proposed early care as a means to control the disease effects.
Purpose Statement
The purpose of this study is to determine whether early intervention services can help improve the development of children suffering from autism. This study also aims to explore the general public awareness and perception about autism disorder.
Research Questions
(1) How should service delivery for autistic patients be improved to promote their health? (2) What impact does early intervention services have on development of children suffering from autism? (3) How can public knowledge on autism improve support and care for autistic patients? (4) What effect will early intervention have on patient’s social skills?
References
Center for Disease Control and Prevention. (2018). Autism Spectrum Disorder (ASD). Data & Statistics. Retrieved From https://www.cdc.gov/ncbddd/autism/data.html
World Health Organization. (2019). Autism Spectrum Disorders. Fact Sheet. Retrieved From https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
3
Assignment Two: Theoretical Perspective and Literature Review
RES 9300
Literature Map
Parenting an Autism Child
(Dependent Variable)
9
Mothers/Father Role
Education
Religious Beliefs
Gender/Age
Financial Resources
Maternal Relationship
Region
Public Awareness
Support
Ethnicity
Independent Variables
Secondary Source I Will Be Using In My Literature Review
Mother/Father Roles
Glynn, K. A. (2015). Predictors of parenting practices in parents of children with autism spectrum disorder.
Religious Beliefs
Huang, C. Y., Yen, H. C., Tseng, M. H., Tung, L. C., Chen, Y. D., & Chen, K. L. (2014). Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism. Journal of Autism and Developmental Disorders, 44(6), 1383-1390.
Education
Brezis, R. S., Weisner, T. S., Daley, T. C., Singhal, N., Barua, M., & Chollera, S. P. (2015). Parenting a child with autism in India: Narratives before and after a parent–child intervention program. Culture, Medicine, and Psychiatry, 39(2), 277-298.
Financial Resources
Zaidm ...
MINI ASSIGNMENT 2 1
The Effectiveness of Cognitive Behavioral Therapy (CBT) as an Intervention for Student diagnosed with Anxiety
Melissa Kelly
Albany State University
COUN5620 Research and Program Evaluation for Counselors
Dr. Claudia Calder
October 13, 2021
Literature Review Comment by Calder, Claudia: Great job with the review. Be sure this section includes all 7 articles from your annotated bib in addition to other articles that provide the background and context for the research problem and establish the need for the research. – you only have six references listed
Cognitive-behavioral therapy is defined as psychotherapeutic treatment that helps people in learning how to manage and identify worrying or negative thought patterns that cause an undesirable influence on one's emotions and behaviors. It focuses on changing the negative thoughts automatically, which often contributes to and worsens o emotional difficulties, anxiety, and depression. These spontaneous thoughts harm an individual mood (Luo & McAloon, 2021). Cognitive-behavioral therapy is a well-established treatment for anxiety disorder in adolescents and children. Research has shown that about 60% of youths recuperate from anxiety disorder and experience a significant reduction in the disease’s symptoms after treatment (Stjerneklar et al., 2019). According to various studies, cognitive behavior therapy has proven effective in treating anxiety disorders in children and adolescents. This form of therapy helps promote improved self-control, elude activates, and develop coping skills for day-to-day stressors.
On the other hand, anxiety disorder is a form of mental health illness that makes one respond differently to certain conditions and situations with fear and dread. An individual with an anxiety disorder typically feels anxious and nervous. Anxiety interferes with one's ability to function normally, and a person overreacts when something triggers their emotions; hence one cannot control their response to situations. According to a national institute of health report, almost one in every three elementary students experiences an anxiety disorder. These have increased steadily by 20% between 2007 and 2012; the high incidence of anxiety disorder among youths usually arises due to pressure and high expectation to succeed (Krister et al.,2017). In the contemporary world, youths feel more pressured to succeed academically, and these thoughts often overwhelm them. Cognitive-behavioral therapy of generalized anxiety disorder treatment helps address the anxiety and mental prejudices, equipping one with a relaxation mechanism suitable for managing tension and marginal exposure to disastrous exposure and imageries to traumatic situations and prevent over stressful behaviors.
Effectiveness of Cognitive-Behavioral Therapy as an i ...
Educational & Child Psychology; Vol. 36 No. 3 33
Evaluating the impact of an autogenic
training relaxation intervention on levels
of anxiety amongst adolescents in school
Tracey Atkins & Ben Hayes
Aim: This study aimed to investigate the impact of a group-based autogenic training (AT) relaxation
intervention on levels of anxiety in adolescents in mainstream school settings.
Method: A mixed-methods design was used to measure differences in levels of anxiety and explore a range
of perceived changes between groups over time. Sixty-six young people aged between 14 and 15 years old
from four mainstream schools in the UK were randomly assigned within each school to an intervention
or wait-list control group. Quantitative data were analysed using a mixed between-within subjects ANOVA.
Qualitative information from 12 volunteer participants was analysed using thematic analysis.
Findings: Results showed a main effect of time for both the intervention group and the wait-list group
however, no significant main interaction was found. Qualitative results showed perceived improvements
in social relationships and connectivity; reflectiveness; self-awareness; physiological symptoms; and a sense
of control.
Limitations: Measures were reliant on self-reported data. Schools were recruited through self-referral and
expression of interest, excluding participants who may not have the opportunity to take part. There were
no opportunities to collect follow-up data.
Conclusions: Results suggest that a structured AT relaxation intervention delivered in a familiar
school environment may significantly reduce levels of anxiety amongst adolescents. However, significant
improvements for the wait-list group also raises questions around the potential of other supportive
variables, such as acknowledgement and validation of feelings, the promise and availability of
forthcoming support and the potential impact of raised awareness and interest in pupil wellbeing
amongst school staff.
Keywords: autogenic training; relaxation; adolescence; mind-body interventions; anxiety.
M
ENTAL HEALTH difficulties in
young people are a serious cause for
concern across the world. The World
Health Organization (WHO) reports that in
half of all cases of mental health conditions,
onset has occurred by the age of 14 years
old; suicide is the third leading cause of
death in 15–19 year olds; and the second
leading cause of death in girls (WHO, 2018).
It is estimated that one in ten children and
young people aged 5–16 years old have
a diagnosable mental health disorder in the
UK alone; and at least one in 12 children
and young people deliberately self-harm
(Young Minds, 2018).
In 2009, the UK government identi-
fied mental health as everyone’s business
(Department of Health; DoH, 2009) and
was specific about prevention and the tran-
sition time between adolescence and early
adulthood. Suggestions for schools include
promoting students’ mental health as part
of ...
1. Effects of Mindfulness Based Stress Reduction Techniques on Anxiety in Children with Autism
Spectrum Disorder: A Literature Review
Stephanie Wilman
December 19, 2016
Psych 621
Cara Knoeppel & Lawrence Tello
2. Autism Spectrum Disorder (ASD) is a wide range, or “spectrum”, of defined serious
neurodevelopmental disorders characterized by both symptoms and severity of impairments in
verbal and nonverbal communication, social interaction, and repetitive behaviors (James, et al.,
2006; “Diseases and Conditions,” 2014; “Autism Spectrum Disorder: Definition,” 2016).
According to the CDC (2016), ASD is a relatively common disorder, affecting about 1 in 68
children. The effects and severity of ASD differs in each person. People with autism have a
spectrum of severity from mildly to severely impaired (“Autism Spectrum Disorder: Definition,”
2016). ASD is an umbrella diagnosis of multiple disorders, encompassing the once distinct
subtypes, including autistic disorder, childhood disintegrative disorder, pervasive developmental
disorder, and Asperger syndrome (“What is Autism?”, 2016). The term “Asperger’s syndrome” is
no longer used in the DSM-5 but is still generally used to describe the mild end of the autism
spectrum (“Diseases and Conditions,” 2014). ASD is recognized as having a complex etiology that
involves both genetic and environmental factors influencing early brain development (“What is
Autism?”, 2016; James, et al., 2006; Dalton, et al., 2005).
It is evident that anxiety is a problem for many people with ASD. Many children with ASD
will receive at least one other diagnosis at some point in their lifetime; the most common being
disorders relating to anxiety (Merrill, 2016; van Steensel, et al., 2011). Even without clinical
diagnosis, anxiety for children with ASD can make even the simplest of tasks extremely difficult
(Merrill, 2016). Acknowledging anxiety in children with ASD is not new. Kanner (1943) describes
eleven autistic children case studies and notes that many have severe anxiety problems, derived
from a desire of things to maintain the same, a dislike of spontaneous activity, poor social
relationships, and an overall tense and uneasy expression. However, the evaluation and treatment
of anxiety disorders in this population has only relatively recently received empirical attention
3. (White, et al., 2009). Van Steensel et al. (2011) show results that indicate a high comorbidity rate
that nearly 40 percent of children with ASD are estimated to have clinically elevated levels of
anxiety or at least one anxiety disorder, a consistent finding with previous work done by White, et
al. (2009). There has been a considerable amount of research attention on anxiety in typically
developing children and empirically supported treatment options available. Costello, et al. (2005)
found that typically developing children have an occurrence rate range between 2.2 to 27 percent
for anxiety disorders. This shows a significant difference between children with ASD (around 40
percent [van Steensel, et al., 2011]) and typically developing children (2.2 to 27 percent [Costello,
et al., 2005]). Specifically, van Steensel, et al. (2011) found “specific phobia was most common
at nearly 30%, followed by obsessive–compulsive disorder in 17%, social anxiety disorder and
agoraphobia in nearly 17%, generalized anxiety disorder in 15%, separation anxiety disorder in
nearly 9%, and panic disorder in nearly 2%.” It is important to note that children with ASD often
do not show age typical symptoms of anxiety (White, et al., 2009). Groden (1996) suggests that
individuals with ASD are more likely to experience stress in their life than those individuals with
good communication skills because stress is often associated with not being able to assert oneself
and communicate what one needs or wants. Thus, children with ASD who have communicative
impairments are at an increased risk for stress. A reverse reaction is also proposed by White, et al.
(2009) that a comorbid social anxiety disorder and ASD would compound the overall social
impairment of the child. This suggests that anxiety has a bidirectional effect on children with social
impairments caused by their ASD. For children on the higher end of the autism spectrum, it is
possible that their higher levels of cognitive functioning and awareness of their social disability
contribute towards their perceived stress or anxiety (Merrill, 2016; White, et al., 2009).
4. Mindfulness-based stress reduction (MBSR) is a therapeutic meditation practice that
focuses on paying attention to breathing and the present moment (Garey, 2016). MBSR techniques
can be effective in helping treat psychological and physical symptoms (Shapiro, Carlson, Astin, &
Freedman, 2006). Meditation is a scaffolding technique, involving mindful sitting and mindful
breathing, used to develop the state of being mindful (Shapiro, et al., 2006). Mindfulness teaches
one to calm the mind, relax the body, and to concentrate on the present situation (Stantorelli, 2014).
Being mindful can improve an individual’s psychological well-being (Brown, et al., 2003). MBSR
requires effort through consistent practice to learn how to develop reliable calmness and relaxation
techniques when presented with an unpleasant situation (Stantorelli, 2014). Practicing MBSR
produces long-term effects, such as declines in stress and mood disturbances in some populations
(Stantorelli, 2014; Brown, et al., 2003). MBSR teaches an awareness and acceptance of the
situation at hand (Stantorelli, 2014). There are many ways to structure MBSR programs that
depend on environmental and personal factors.
There is no single best treatment method for people with ASD (“Autism Spectrum
Disorder: Definition,” 2016). Everyone with ASD is unique, therefore each intervention/ treatment
program is unique (“What is Autism?”, 2016). With treatments and services, symptoms of ASD
decrease and their ability to function normally increases (“Autism Spectrum Disorder: Definition,”
2016). There is no cure for ASD, however, intensive and early treatment programs and
interventions can make crucial differences in the lives of many children with ASD (“Diseases and
Conditions,” 2014). Groden (1996) suggests that early intervention programs help young children
with ASD to reach similar achievement levels as those in typically developing children.
Individuals with ASD implicate relaxation procedures with regularly scheduled practice sessions
where the individual learns to tighten and relax different parts of the body without tensing and to
5. do deep breathing (Groden, 1996). Applied Behavior Analysis (ABA) therapies are used as
treatment programs with individuals with ASD, including prompting and reinforcement (Lang,
Regester, Lauderdale, Ashbaugh, & Haring, 2010). Some clinics, such as Mindful ABA in
California, continue to use the science of ABA therapies, while integrating a focus on “soul
nurturing, slow and peaceful care” (“What is Autism?”, 2016). Relaxation procedures used in
addition to ABA therapies have shown to be affective in stress reduction (Groden, 1996). Certain
relaxation techniques aim to train the individual “to reconceptualize the way they process the world
and then acquire skills that will allow them to apply this new way of looking at things” (Merrill,
2016). Certain medications can help control the symptoms of ASD, including antidepressants
prescribed for anxiety, antipsychotic drugs prescribed for severe behavioral problems, and
medications prescribed for hyperactivity, but medications cannot cure ASD (“Diseases and
Conditions,” 2014). Apps have been designed to help ASD individuals understand their thinking
processes and the emotions they feel that influence their behavior (“What is Autism?”, 2016).
There is currently no empirically supported treatment that targets both the behavioral and
emotional symptoms presented in children with ASD (White, et al., 2009). Individuals with
comorbid ASD with an anxiety disorder are likely to receive health care treatment, which leads to
the growing amount of health care services as treatment/intervention programs for children with
ASD (van Steensel, et al., 2011). Levels of stress, hyperactivity and emotional distressed can be
reduced using MBSR treatment programs with children with ASD (Pahnke, et al., 2013). Per
Groden (1996), children with ASD who use relaxation techniques can go from not interacting with
other children at school and having a slow language development to being able to relax
immediately every time they become anxious, turning previous uncomfortable events into
comfortable ones, and even implementing relaxation techniques on their own, without prodding
6. from aides or parents, which can lead to feelings of accomplishment for the child. MBSR programs
can lead children to be less emotionally unstable and can allow them to handle daily challenges
and to choose their behaviors (Garey, 2016). MBSR can allow the child to graduate from any
special services and move on to attending regular schooling programs, as they can increase
prosocial behavior (Groden, 1996; Pahnke, et al., 2013).
MBSR intervention programs can target children with ASD more effectively by adapting
to fit their needs (White, et al., 2009). MBSR techniques must be non-forced because
implementing forced relaxation can produce more tension and frustration on the individual dealing
with the situation (Stantorelli, 2014; Shapiro, et al., 2006). White, et al. (2009) note that many
people with ASD are aware of their social “disconnectedness” and do appear to wish it to improve.
Therefore, Stantorelli (2014) suggests setting personal goals of what would like to be changed and
being motivated to practice mindfulness is fundamental for achieving change in patterns of
behaviors and emotions.
Wells (1990) examined the differences of the effects between using autogenic training, like
meditation, and externally attentional focused training on anxiety symptoms. Wells (1990) found
that additional self-directed attention interventions enhanced anxiety intensity and the prevalence
of panic attacks while evoking external attentional focuses resulted in eliminating panic attacks,
suggesting that MBSR might not be the best option for obtaining relaxation in children with ASD.
Raising a child with ASD is different than raising a typically developing child. It can be
physically exhausting and emotionally draining (“Diseases and Conditions,” 2014). Parents are
suggested to receive counseling on how to handle individuals with ASD, anxiety triggers, what to
look for, what types of problems could occur, and how to handle them (Groden, 1996; Merrill,
2016). Parents of children with ASD are suggested to take time for themselves (“Diseases and
7. Conditions,” 2014). By implementing MBSR programs with parents of children with ASD, their
well-being and long-term caregiving to their children can benefit (Dykens, et al., 2014).
The relationship between anxiety and ASD is not fully understood at this time. Some results
have shown correlations of MBSR techniques with ASD diagnostic sub-type Asperger’s, but
results relating stress reduction techniques to other diagnostic sub-types are limited (Lang, et al.,
2010). New components could be added to ABA therapy to reduce anxiety in individuals with
ASD, which would ultimately lead to more efficient and effective intervention programs (Lang, et
al., 2010). Further research on specific etiologies of ASD are needed to determine how to prevent
and treat ASD properly (James, et al., 2006). There is an overlap of common behaviors seen in
children with ASD and symptoms seen in varying anxiety disorders, so Merrill (2016) suggests
psychologists should consider what is distinctly a different disorder. This diagnostic overlap of
symptoms of ASD and symptoms of anxiety disorders is specifically unclear between ASD and
obsessive compulsive disorder, due to repetitive behaviors in individuals with ASD, and between
ASD and social anxiety disorder, due to impairments in social interaction and both nonverbal and
verbal communication in those with ASD (van Steensel, et al., 2011). Larger studies should also
be evaluated to further evaluate the benefits of stress reduction therapies (Pahnke, et al., 2013).
There is little clarity on how to best measure anxiety symptoms in the ASD population.
Shapiro et al. (2006) suggest developing clearer empirical examinations and methods for
measuring severity of anxiety. Much work has been done to study higher functioning children with
ASD but not with lower functioning children with ASD due to difficulties in testing. Because
individuals with lower functioning ASD often have trouble self-reporting internal feelings of
anxiety due to profound impairments in communication abilities, different ways to measure
anxiety should be further developed that do not rely on parent or child self-reports of perceived
8. anxiety but instead something more concrete (Merrill, 2016; van Steensel, et al., 2011). Using a
combination of different measurements of anxiety would yield a better analysis of the severity of
anxiety in individuals with ASD (van Steensel, et al., 2011). Only after a better clarification on
anxiety in ASD individuals, it will be easier to determine the best line of treatment.
9. Autism spectrum disorder: Data & statistics. (September 26, 2016). In Center for Disease
Control and Prevention. Retrieved from https://www.cdc.gov/ncbddd/autism/data.html
Autism spectrum disorder: Definition. (October, 2016). Retrieved from
https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-
asd/index.shtml?utm_source=rss_readersutm_medium=rssutm_campaign=rss_full
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in
psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.
http://www.swarthmore.org.uk/wp-content/uploads/2012/10/MindfulnessWell-
Being1.pdf
Costello, E.J., Egger, H.L., & Angold, A. (2005). The developmental epidemiology of anxiety
disorders: phenomenology, prevalence, and comorbidity. Child and Adolescent
Psychiatric Clinics of North America, 14, 631-648.
http://devepi.duhs.duke.edu/library/pdf/19176.pdf
Dalton, K. M., Nacewicz, B. M., Johnstone, T., Schaefer, H.S., Gernsbacher, M. A., Goldsmith,
H. H.,… Davidson, R. J. (April, 2005). Gaze fixation and the neural circuitry of face
processing in autism. Nature Neuroscience, 8(4), 519-526.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4337787/
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