Cognitive behavioural therapy for anxiety in a man with Autism Spectrum Disorder, Intellectual Disability, and social phobia

2013 ◽  
Vol 7 (5) ◽  
pp. 284-292 ◽  
Author(s):  
Kevin Paul Wright
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Phobia ◽  
Cognitive Behavioural Therapy ◽  
Behavioural Therapy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cognitive Behavioural

Blended cognitive behavioural therapy for adolescents with panic disorder co-morbid with autism spectrum disorder: a case study

2020 ◽  
Vol 13 ◽  
Author(s):  
Sayo Hamatani ◽  
Kazuki Matsumoto ◽  
Yukihiko Shirayama
Keyword(s):  
Autism Spectrum Disorder ◽  
Panic Disorder ◽  
Cognitive Behavioural Therapy ◽  
Behavioural Therapy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Behavioural Science ◽  
Cognitive Behavioural ◽  
Visual Aid

Abstract Cognitive behavioural therapy (CBT) is an effective treatment for improving anxiety symptoms in patients with autism spectrum disorder (ASD). However, some patients with ASD take extra time for learning, and they can find it hard to change their thinking styles and behaviour due to cognitive deficits. The therapist must be creative when implementing CBT in this context. Here, it may be helpful for the patient with ASD to understand CBT’s concepts by using visual aid material. Blended CBT during which the patient is shown visual aid material with his or her therapist has been suggested as effective for adults without ASD to reduce anxiety. Blended CBT combines face-to-face treatment with internet guided support and resource. Blended CBT may facilitate an understanding of essential knowledge and help people with ASD and anxiety acquire skills based on cognitive behavioural science. However, as far as we know, no previous studies have reported on the use of blended CBT for patients with panic disorder co-morbid with ASD. This study, therefore, consecutively performed 16 blended CBT sessions on a biweekly basis to treat panic disorder (PD) in an adolescent Japanese female co-morbid with ASD. The patient exhibited improvements in PD symptoms and agoraphobia after treatment: the Panic Disorder Severity Scale score decreased from 18 to 2. These results indicate that visual aid-assisted treatment may help patients with impaired imagination and social cognition related to ASD. Furthermore, this study’s therapist notes the need for paced treatments and repeated psychoeducation for patients with impairments in central coherence and cognitive flexibility. Key learning aims (1) Blended CBT may patients with panic disorder (PD) co-morbid with autism spectrum disorder (ASD) to understand concepts based on cognitive behavioural science and symptoms. (2) Blended CBT sessions can each be conducted in approximately 20 min (about one-third of the time needed for typical 45- to 90-min CBT sessions); in other words, it is less burdensome for the patient and therapist. (3) How to adjust blended CBT for those who have low average intelligence quotients (IQ) and/or ASD.

scholarly journals Emotion awareness and cognitive behavioural therapy in young people with autism spectrum disorder

Autism ◽  
2017 ◽  
Vol 22 (7) ◽  
pp. 837-844 ◽  
Author(s):  
Cara Roberts-Collins ◽  
Gerwyn Mahoney-Davies ◽  
Ailsa Russell ◽  
Anne Booth ◽  
Maria Loades
Keyword(s):  
Autism Spectrum Disorder ◽  
Young People ◽  
Cognitive Behavioural Therapy ◽  
Emotional Awareness ◽  
Behavioural Therapy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Anxiety And Depression ◽  
Typically Developing ◽  
Cognitive Behavioural

Young people with autism spectrum disorder experience high levels of emotional problems, including anxiety and depression. Adapted cognitive behavioural therapy is recommended for such difficulties. However, no evidence suggests whether emotion awareness is important in treatment outcome for young people on the autism spectrum. This study aimed to investigate the potential differences in emotion awareness between (1) young people on the autism spectrum and typically developing youth and (2) young people on the autism spectrum with and without experience of cognitive behavioural therapy. Three groups (aged 11–20 years) participated: (1) typically developing young people ( n = 56); (2) young people on the autism spectrum with no experience of cognitive behavioural therapy ( n = 23); and (3) young people on the autism spectrum who had attended cognitive behavioural therapy ( n = 33). All participants completed the Emotion Awareness Questionnaire–30 item version. Young people on the autism spectrum differed significantly from typically developing young people on the emotional awareness measure. Young people on the autism spectrum who had attended cognitive behavioural therapy scored significantly lower on the Differentiating Emotions subscale, and significantly higher on the Attending to Others’ Emotions subscale, compared to young people on the autism spectrum who had not attended cognitive behavioural therapy. This study highlights the importance of psycho-educational components of cognitive behavioural therapy when adapting for young people on the autism spectrum.

Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability

2019 ◽  
Vol 43 (01) ◽  
pp. 12-26
Author(s):  
Betty P. V. Ho ◽  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Salient Feature ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Teacher Planning ◽  
Teacher Understanding ◽  
South Wales ◽  
Cognitive Behavioural ◽  
Students With Autism

AbstractThis study provides an in-depth examination of the understanding and implementation of cognitive–behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers appeared to have limited knowledge about CBA; their description of the application of CBA and their reported practices included few features specific and unique to CBA. They primarily perceived CBA as a tool for behaviour management; addressing emotion was a theme but addressing cognition was not a salient feature of their practice. Most teachers seemed unaware of the potential of CBA in fostering generalisation or maintenance, and important student characteristics appeared to be seldom considered in teacher planning of their CBA programs. Directions for enhancing teacher knowledge and supporting their practice of CBA are suggested.

scholarly journals Treating Patients With Co-occurring Autism Spectrum Disorder and Substance Use Disorder: A Clinical Explorative Study

2019 ◽  
Vol 13 ◽  
pp. 117822181984329 ◽  
Author(s):  
Sissel Berge Helverschou ◽  
Anette Ræder Brunvold ◽  
Espen Ajo Arnevik
Keyword(s):  
Autism Spectrum Disorder ◽  
Substance Use ◽  
Well Being ◽  
Behavioural Therapy ◽  
Autism Spectrum ◽  
Group Supervision ◽  
Post Treatment ◽  
Spectrum Disorder ◽  
Outpatient Clinics ◽  
Cognitive Behavioural

Background: Substance use disorders (SUDs) have been assumed to be rare in individuals with autism spectrum disorder (ASD). Recent research suggests that the rates of SUD among individuals with ASD may be higher than assumed although reliable data on the prevalence of SUD in ASD are lacking. Typical interventions for SUD may be particularly unsuitable for people with ASD but research on intervention and therapy are limited. Methods: This study addresses ways of improving services for individuals with ASD and SUD by enhancing the competence of professionals in ordinary SUD outpatient clinics. Three therapists were given monthly ASD education and group supervision. The participants were ordinary referred patients who wanted to master their problems with alcohol or drugs. Four patients, all men diagnosed with ASD and intelligence quotient (IQ) ⩾ 70 completed the treatment. The participants were given cognitive behavioural therapy (CBT) modified for their ASD over a minimum of 10 sessions. The therapies lasted between 8 and 15 months. Standardised assessments were conducted pre- and post-treatment. Results: Post-treatment, 2 participants had ended their drug and alcohol abuse completely, 1 had reduced his abuse, and 1 still had a heavy abuse of alcohol. Physical well-being was the most prevalent reported positive aspect of drug or alcohol use, whereas the experience of being left out from social interaction was the most frequent negative aspects of intoxication. Conclusions: CBT may represent a promising treatment option for individuals with ASD and SUD. The results suggest that patients’ symptoms can be reduced by providing monthly ASD education and group supervision to therapists in ordinary SUD outpatient clinics. This group of patients need more sessions than other client groups, the therapy has to be adapted to ASD, ie, direct, individualised, and more extensive. Moreover, the patients need psychoeducation on ASD generally, social training, and support to organise several aspects of their lives and some patients need more support than can be provided in an outpatient clinic.

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