| Title |
School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, April 2016
|
| DOI | 10.1007/s10803-016-2801-x |
| Pubmed ID | |
| Authors |
Chris Clarke, Vivian Hill, Tony Charman |
| Abstract |
Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children's Anxiety Scale (Spence, J Abnorm Psy 106(2):280-297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195-214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow-up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 295 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | <1% |
| United States | 1 | <1% |
| Unknown | 293 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 46 | 16% |
| Student > Ph. D. Student | 34 | 12% |
| Researcher | 29 | 10% |
| Student > Doctoral Student | 29 | 10% |
| Student > Bachelor | 26 | 9% |
| Other | 45 | 15% |
| Unknown | 86 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 107 | 36% |
| Social Sciences | 24 | 8% |
| Medicine and Dentistry | 19 | 6% |
| Nursing and Health Professions | 15 | 5% |
| Neuroscience | 6 | 2% |
| Other | 24 | 8% |
| Unknown | 100 | 34% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 03 May 2016.
All research outputs
#15,514,245
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,829
of 5,240 outputs
Outputs of similar age
#171,350
of 301,603 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#40
of 53 outputs
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