Effects of Stepped Cognitive Behavioral Therapy on Child Depressive and Externalizing Symptoms in Autistic Children With Anxiety.

IF 2 4区医学 Q1 EDUCATION, SPECIAL

Ajidd-American Journal on Intellectual and Developmental Disabilities Pub Date : 2025-05-01 DOI:10.1352/1944-7558-130.3.228

Catherine E Rast, Andrew G Guzick, Keaton J Soileau, Orri Smarason, Leandra N Berry, Robin P Goin-Kochel, Wayne K Goodman, Sophie C Schneider, Alison Salloum, Eric A Storch

{"title":"Effects of Stepped Cognitive Behavioral Therapy on Child Depressive and Externalizing Symptoms in Autistic Children With Anxiety.","authors":"Catherine E Rast, Andrew G Guzick, Keaton J Soileau, Orri Smarason, Leandra N Berry, Robin P Goin-Kochel, Wayne K Goodman, Sophie C Schneider, Alison Salloum, Eric A Storch","doi":"10.1352/1944-7558-130.3.228","DOIUrl":null,"url":null,"abstract":"<p><p>Despite the strong evidence basis for the treatment of anxiety in autistic youth, accessibility remains a significant challenge. Stepped care addresses this gap, although there is limited research into its broad effects in autistic youth with anxiety. In this project, 76 autistic youth with anxiety entered parent-led-bibliotherapy for 12 weeks; 44 stepped up to receive therapist-led cognitive behavioral therapy (CBT). Those who did not step up entered a maintenance phase. Youth were assessed for externalizing and depressive symptoms at mid-treatment, post-treatment, and 3 months after treatment (3MFU). Focal symptoms decreased across groups at all timepoints; those who entered maintenance experienced greater decreases. At 3MFU there were no differences between groups. Parents were assessed for depression, anxiety, and stress at the same timepoints; no significant changes were observed.</p>","PeriodicalId":51508,"journal":{"name":"Ajidd-American Journal on Intellectual and Developmental Disabilities","volume":"130 3","pages":"228-243"},"PeriodicalIF":2.0000,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ajidd-American Journal on Intellectual and Developmental Disabilities","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1352/1944-7558-130.3.228","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Despite the strong evidence basis for the treatment of anxiety in autistic youth, accessibility remains a significant challenge. Stepped care addresses this gap, although there is limited research into its broad effects in autistic youth with anxiety. In this project, 76 autistic youth with anxiety entered parent-led-bibliotherapy for 12 weeks; 44 stepped up to receive therapist-led cognitive behavioral therapy (CBT). Those who did not step up entered a maintenance phase. Youth were assessed for externalizing and depressive symptoms at mid-treatment, post-treatment, and 3 months after treatment (3MFU). Focal symptoms decreased across groups at all timepoints; those who entered maintenance experienced greater decreases. At 3MFU there were no differences between groups. Parents were assessed for depression, anxiety, and stress at the same timepoints; no significant changes were observed.

查看原文本刊更多论文

阶梯式认知行为治疗对孤独症伴焦虑儿童抑郁和外化症状的影响。

尽管自闭症青少年焦虑症的治疗有强有力的证据基础，但可及性仍然是一个重大挑战。阶梯式护理弥补了这一差距，尽管对其在患有焦虑症的自闭症青少年中的广泛影响的研究有限。在本项目中，76名患有焦虑症的自闭症青少年参加了为期12周的家长主导的阅读疗法；44人开始接受治疗师主导的认知行为疗法（CBT）。那些没有站出来的人进入了维护阶段。在治疗中期、治疗后和治疗后3个月（3MFU）评估青少年的外化和抑郁症状。各组在所有时间点的局灶性症状均有所减轻；那些进入维修期的人经历了更大的下降。在3MFU时，两组间无差异。在同一时间点对父母进行抑郁、焦虑和压力评估；未观察到明显变化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Ajidd-American Journal on Intellectual and Developmental Disabilities Multiple-

CiteScore

3.10

自引率

4.80%

发文量

期刊介绍： The American Journal on Intellectual and Developmental Disabilities (Print ISSN: 1944–7515; Online ISSN: 1944–7558) is published by the American Association on Intellectual and Developmental Disabilities. It is a scientifi c, scholarly, and archival multidisciplinary journal for reporting original contributions of the highest quality to knowledge of intellectual disabilities, its causes, treatment, and prevention.