Review on Contributing Factors to Anxiety in High-Functioning Autism

2022 ◽  
pp. 180-192
Author(s):  
Christine K. Syriopoulou-Delli ◽  
Eirini Pasoula
Keyword(s):  
Mental Health ◽  
Social Communication ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Contributing Factors ◽  
Repetitive Behaviour ◽  
High Functioning ◽  
Mental Health Difficulties ◽  
Normal Language ◽  
Poor Individual

Individuals with autism spectrum disorder are characterised by difficulties in social communication, by restricted, repetitive behaviour and interests. Autism is a highly heterogeneous disorder; high-functioning individuals with autism have average or higher intelligence and superficially normal language skills. The lack of intellectual disability does not mean that they can overcome inherent difficulties in social communication and interaction. They struggle to negotiate social interactions and manage daily tasks in a neurotypical world. They are at risk of experiencing mental health difficulties compared to general population. One of the most common mental health difficulties co-occurring with high-functioning autism is anxiety, which is associated with poor individual, family, and social outcomes. The chapter reviews studies on the contributing factors to anxiety in high-functioning autism. Psychological, cognitive, and social factors seem to be important, while there are indications for the existence of some neurobiological basis. It also considers ideas as to how to tackle anxiety.

Social Communication and Structural Language of Girls With High-Functioning Autism Spectrum Disorder

2020 ◽  
Vol 51 (4) ◽  
pp. 1139-1155
Author(s):  
Jenny M. Burton ◽  
Nancy A. Creaghead ◽  
Noah Silbert ◽  
Allison Breit-Smith ◽  
Amie W. Duncan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Adaptive Behavior ◽  
Social Communication ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Vineland Adaptive Behavior Scales ◽  
High Functioning ◽  
Expressive Communication ◽  
Vineland Adaptive Behavior ◽  
Structural Language

Purpose The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Method Participants were 37 girls between 7;5 and 15;2 (years;months)—18 HF-ASD and 19 TD. Children completed the Test of Pragmatic Language–Second Edition (TOPL-2) and Clinical Evaluation of Language Fundamentals–Fifth Edition. Parents completed the Children's Communication Checklist–2 United States Edition (CCC-2) and Receptive and Expressive Communication subdomains of the Vineland Adaptive Behavior Scales–Second Edition. Results In the area of social communication, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the TOPL-2 and the CCC-2. However, 28% and 33% earned average scores on the TOPL-2 and the CCC-2, respectively. In the area of structural language, no significant differences were found between groups on Clinical Evaluation of Language Fundamentals–Fifth Edition indexes. In contrast, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the Vineland Adaptive Behavior Scales–Second Edition. Sixty-one percent and 83% scored below average on the Receptive and Expressive Communication subdomains, respectively. Conclusions It has been argued that girls with HF-ASD, when compared to boys with HF-ASD, may have advantages for social communication and structural language that mask their impairments. However, when compared to girls who are TD, girls with HF-ASD demonstrated impaired social communication and structural language. Clinicians should include and carefully examine multiple sources of information when assessing girls with HF-ASD.

Stress, Resiliency Factors, Quality of Life Among Caregivers of Children with High Functioning Autism Spectrum Disorders (HFASDs)

2012 ◽  
Vol 18 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Gloria K. Lee ◽  
Christopher Lopata ◽  
Martin A. Volker ◽  
Marcus L. Thomeer ◽  
Jennifer A. Toomey ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Physical Health ◽  
High Functioning Autism ◽  
Self Esteem ◽  
Autism Spectrum ◽  
High Functioning ◽  
Spectrum Disorders ◽  
Age Range

This study investigated the relationships among stress, intrapersonal resiliency factors (self-esteem, locus of control, and optimism) and quality of life [QOL] (physical health and mental health) among caregivers of children with high functioning autism spectrum disorders (HFASDs). Participants consisted of 113 caregivers of children with HFASDs (males = 38.1%, females = 61.9%; age range = 27–62; 93.6% Caucasians) and 47 caregivers of typically developing children (males = 29.8%; females = 70.2%; age range = 30–56; 93.3% Caucasians). They completed a set of self-rating surveys on perceived locus of control, self-esteem, optimism, and QOL. Within-group inferential statistical analyses were applied. For the HFASD group analyses, two simultaneous regression analyses were used to study the independent effects of the three intrapersonal variables on the physical health and mental health QOL of the caregivers. Intrapersonal factors predicted self-reported mental health QOL but not physical health QOL in caregivers of children with HFASDs.

‘Just trying to talk to people … It’s the hardest’: Perspectives of adolescents with high-functioning autism spectrum disorder on their social communication skills

2018 ◽  
Vol 34 (3) ◽  
pp. 319-334 ◽  
Author(s):  
Rachel Kelly ◽  
Mary-Pat O’Malley ◽  
Stanislava Antonijevic
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Social Communication ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
High Functioning ◽  
Social Communication Skills ◽  
Increased Risk

Difficulty with social communication is the most pervasive difficulty experienced by individuals with high-functioning autism spectrum disorder (HF-ASD). Communication difficulties are often magnified in adolescence as social demands become more intricate. This puts adolescents with HF-ASD at increased risk of social isolation and depression, as they have difficulty developing positive social identity. Yet, there is a dearth of literature addressing the communication issues of this population and even fewer studies including the voice of adolescents with HF-ASD themselves. This study aimed to (1) explore the perspectives of adolescents with HF-ASD as to their social communication skills, (2) explore what (if any) difficulties they perceive themselves as having when talking with their peers, (3) explore if they would like help with social communication skills and (4) determine what kind of help they think may be useful to them and establish if they already use self-initiated strategies. This study was qualitative in nature, using thematic analysis to analyse data collected from 10 semi-structured interviews with 5 adolescents with HF-ASD. Qualitative research underpins the idea that one must understand the significance and explanation that people give to situations, experiences, their own actions and to the actions of others, for one to comprehend human behaviours and actions. A qualitative design allowed us to gain the most in depth insight into how adolescents with HF-ASD understand and perceive their experiences. Three themes emerged revealing the participants’ perceptions of their difficulties communicating, challenging feelings that they experience about communication, and their perspectives about the support for developing communication skills. The participants indicated a need for support to aid their desire to improve communication skills and interactions with typically developing peers. In educational settings, adolescents with HF-ASD may benefit from a peer mentor system to give them opportunities to practice social communication skills with typically developing peers and to encourage inclusion amongst their classmates.

scholarly journals Mental Health Services for Individuals with High Functioning Autism Spectrum Disorder

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Johanna K. Lake ◽  
Andrea Perry ◽  
Yona Lunsky
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Mental Health Services ◽  
Health Services ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Service Needs ◽  
High Functioning ◽  
Adolescents And Adults

Adolescents and adults with an autism spectrum disorder (ASD) who do not have an intellectual impairment or disability (ID), described here as individuals with high-functioning autism spectrum disorder (HFASD), represent a complex and underserved psychiatric population. While there is an emerging literature on the mental health needs of children with ASD with normal intelligence, we know less about these issues in adults. Of the few studies of adolescents and adults with HFASD completed to date, findings suggest that they face a multitude of cooccurring psychiatric (e.g., anxiety, depression), psychosocial, and functional issues, all of which occur in addition to their ASD symptomatology. Despite this, traditional mental health services and supports are falling short of meeting the needs of these adults. This review highlights the service needs and the corresponding gaps in care for this population. It also provides an overview of the literature on psychiatric risk factors, identifies areas requiring further study, and makes recommendations for how existing mental health services could include adults with HFASD.

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