Evidence-Based Strategies to Reduce Anxiety in Students With Autism Spectrum Disorder

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2023-06-26 DOI:10.1177/10534512231183362

J. Barna, Patricia S. Arter, Kathleen Arban

引用次数: 0

Abstract

Students with autism spectrum disorder (ASD) experience anxiety at higher rates than their neurotypical peers, which can negatively impact school performance. Anxiety symptoms for these students can be challenging to identify because they mimic diagnostic characteristics. As key intervention team members, school-based mental health professionals can assist with identifying and addressing anxiety in students with autism. Specific evidence-based strategies for school-based mental health professionals are detailed to support efforts to intervene successfully with students with autism who experience anxiety.

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减少自闭症谱系障碍学生焦虑的循证策略

患有自闭症谱系障碍（ASD）的学生比神经正常的同龄人经历焦虑的比率更高，这会对学校表现产生负面影响。这些学生的焦虑症状可能很难识别，因为它们模仿了诊断特征。作为主要干预团队成员，学校心理健康专业人员可以帮助识别和解决自闭症学生的焦虑问题。详细介绍了学校心理健康专业人员的具体循证策略，以支持对经历焦虑的自闭症学生进行成功干预。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.