Introduction
In recent years, the prevalence of Autism Spectrum Disorder (ASD) has increased significantly, with 1 in 59 children diagnosed in the United States (Maenner et al., 2020). Anxiety is the most common mental health issue co-occurring with ASD, affecting 42-84% of children with the disorder (Van Steensel et al., 2011). Given the inclusive educational settings that many children with ASD are part of, addressing anxiety within school environments is crucial. This blog post explores the findings from a systematic review and meta-analysis on school-based interventions for anxiety in children with ASD, highlighting key outcomes and suggesting avenues for future research and practice.
Understanding the Current Landscape
The systematic review analyzed six studies involving 165 participants, revealing a moderate overall effect of school-based interventions on reducing anxiety symptoms in children with ASD (Hedges’ g = -0.58). This indicates that while school-based interventions are beneficial, there is room for improvement, especially in adapting clinical interventions for school settings and developing specific anxiety measurements for children with ASD.
Challenges in Current Practices
One of the main challenges identified is the use of anxiety measurements developed for typically developing children, which may not accurately capture the unique anxiety symptoms in children with ASD. Furthermore, there is a need for interventions that consider the unique social and communication difficulties faced by children with ASD, which are often not addressed in current school-based programs.
Recommendations for Practitioners
- Develop and implement anxiety assessments specifically designed for children with ASD to ensure accurate diagnosis and treatment.
- Adapt clinical-based interventions to fit the school environment, considering factors such as time constraints and resource availability.
- Incorporate visual supports and social stories into interventions to enhance understanding and engagement for children with ASD.
- Provide training for teachers to recognize and address anxiety symptoms in children with ASD, empowering them to implement interventions effectively.
Encouraging Further Research
Future research should focus on developing evidence-based practices tailored to the unique needs of children with ASD in school settings. This includes exploring the efficacy of interventions in general education classrooms and examining the role of teacher training in improving intervention outcomes. Additionally, studies should investigate the impact of anxiety interventions on children with ASD and intellectual disabilities, a population that remains under-researched.
To read the original research paper, please follow this link: Assessment and Treatment of Anxiety in Children with Autism Spectrum Disorder in School Settings: A Systematic Review and Meta-Analysis.
