Investigating the Effects of Transdiagnostic Processes on Anxiety and Depression Symptoms in Autistic Young People: the Mediating Role of Emotion Dysregulation.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Georgina L Barnes, Ann Ozsivadjian, Gillian Baird, Michael Absoud, Matthew J Hollocks
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Abstract

Internalising symptoms are elevated in autism compared to the general population. Few studies have investigated emotional dysregulation (ED) as a potential mediator between specific transdiagnostic processes and anxiety and depression symptoms in autistic youth. In a sample of 94 autistic young people aged 5-18 years referred to a specialist clinic for an autism evaluation, we tested the effects of ED as a mediator between cognitive inflexibility (CI), intolerance of uncertainty (IU) and alexithymia with anxiety and depression symptoms, using structural equation modelling. Effect sizes were compared to a non-autistic comparison group (n = 84). CI and alexithymia did not significantly predict depression symptoms in autistic young people, directly nor via ED. Relationships between CI/alexithymia and depression were fully mediated by ED in the non-autistic sample. There was a direct effect of CI on anxiety in the non-autistic group but not in those with a diagnosis. IU predicted depression symptoms in the autism group; and ED mediated this relationship only in those who did not receive a diagnosis. IU directly predicted anxiety in both groups and this relationship did not occur via ED. The finding of a direct pathway from IU to anxiety and depression in autistic youth is consistent with the literature. The finding that CI did not predict anxiety or depression in those with autism is novel, as was the finding that ED mediated relationships between alexithymia and anxiety/depression symptoms in both samples. The findings may have important implications for the delivery of psychological interventions for autistic youth.

Abstract Image

调查跨诊断过程对自闭症青少年焦虑和抑郁症状的影响:情绪失调的中介作用。
与普通人群相比,自闭症患者的内化症状较高。很少有研究将情绪失调(ED)作为自闭症青少年特定跨诊断过程与焦虑和抑郁症状之间的潜在中介因素进行调查。我们对转诊到专科门诊进行自闭症评估的 94 名 5-18 岁自闭症青少年进行了抽样调查,采用结构方程模型测试了情绪失调作为认知不灵活(CI)、不确定性不容忍(IU)和自闭症与焦虑和抑郁症状之间的中介因素的影响。效果大小与非自闭症对比组(n = 84)进行了比较。不确定性(CI)和情感淡漠对自闭症青少年的抑郁症状没有明显的直接或间接预测作用。在非自闭症样本中,CI/alexithymia 与抑郁症之间的关系完全受 ED 的调节。在非自闭症群体中,CI 对焦虑有直接影响,但在有诊断结果的群体中则没有。在自闭症群体中,IU 可预测抑郁症状;而 ED 只在未接受诊断的群体中对这种关系起中介作用。IU 可直接预测两组自闭症患者的焦虑症状,而这种关系并不通过 ED 发生。自闭症青少年的 IU 与焦虑和抑郁之间存在直接联系,这一发现与相关文献一致。CI 不能预测自闭症患者的焦虑或抑郁,这一发现很新颖,而在两个样本中,ED 在情感障碍与焦虑/抑郁症状之间起中介作用,这一发现也很新颖。这些发现可能会对自闭症青少年心理干预的实施产生重要影响。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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