Evidence-based treatment and conceptualization of autism spectrum disorder: Emotion regulation, social impairment, and anxiety as targets

2019 ◽  
Vol 83 (3) ◽  
pp. 199-204 ◽  
Author(s):  
Michelle A. Patriquin
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Impairment ◽  
Evidence Based ◽  
Positive Outcomes ◽  
Evidence Based Treatment ◽  
Evidence Based Treatments ◽  
Adults With Asd

The goal of this special issue is to highlight innovative evidence-based treatments and conceptualizations of emotion regulation difficulties, social impairment, and anxiety in autism spectrum disorder (ASD). The issue is organized into these three highly linked constructs. Targeting these constructs effectively will help to ensure positive outcomes for youth and adults with ASD. It is clear that continued research is needed that creatively addresses emotion regulation problems, social impairment, and anxiety in ASD.

Emotion regulation: A treatment target for autism spectrum disorder

2019 ◽  
Vol 83 (3) ◽  
pp. 205-234 ◽  
Author(s):  
Nuri M. Reyes ◽  
Katherine Pickard ◽  
Judy Reaven
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Behavioral Therapy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Frustration Tolerance ◽  
Treatment Target ◽  
High Functioning ◽  
Youth And Young Adults ◽  
Adults With Asd

Individuals with autism spectrum disorder (ASD) tend to experience difficulties with emotion regulation (ER). Treatments designed to address ER difficulties in individuals with ASD are emerging. The authors review cognitive-behavioral therapy (CBT) and mindfulness-based treatments that have focused on ER difficulties in youth and young adults with ASD. In general, these treatments addressing ER skills have included awareness of emotions/psychoeducation about emotions, frustration tolerance, and ER skills, as well as practice and use of these skills during group therapy that sometimes includes caregivers. The results from these interventions are encouraging for individuals with high-functioning ASD because ER skills tend to improve following treatment. The inclusion of ER in other ASD treatments is discussed.

Posttraumatic Stress Disorder in Individuals With Autism Spectrum Disorder

2020 ◽  
pp. 113-136
Author(s):  
Katelyn M. Dyason ◽  
Sharna L. Mathieu ◽  
Donna L. Griffiths ◽  
Lara J. Farrell
Keyword(s):  
Autism Spectrum Disorder ◽  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Empirically Supported ◽  
Evidence Based Treatments ◽  
Potential Applications

This chapter summarizes current scientific knowledge around the prevalence, etiology, and developmental course of posttraumatic stress disorder (PTSD) in children and adults in the general population, and—based on the limited scientific literature—what is indicated for those with autism spectrum disorder (ASD). Challenges related to differential diagnosis and measurement of PTSD in ASD are considered and illustrated via a case example. The chapter concludes with an overview of evidence-based treatments for PTSD in people without ASD, and their potential applications for those with ASD. Overall, the limited research on PTSD in ASD thus far points to increased rates of adversity and related psychopathology, but few evidence-based approaches to assessment or treatment of PTSD and other trauma-related symptoms in this population. Future investigations should consider not only PTSD in ASD but also a broader range of potential sources and symptoms of trauma in ASD and work quickly to identify empirically supported assessments and treatments.

scholarly journals Evidence-Based Treatments for Autism Spectrum Disorder

2015 ◽  
Vol 2 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Laura C. Politte ◽  
Yamini Howe ◽  
Lisa Nowinski ◽  
Michelle Palumbo ◽  
Christopher J. McDougle
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Treatments

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

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