Anxiety disorders are among the most common co-occurring disorders for individuals with ASD. Several adaptations to cognitive behavioral approaches have been proposed for this population (Moree & Davis, 2010). The current study examined feasibility and preliminary efficacy of an ASD-specific adaptation of one-session treatment (OST) for…

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by challenges in socialization and communication, and restricted, repetitive behaviors or interests across development (American Psychiatric Association [APA], 2013). Youth with ASD have an increased risk for developing anxiety disorders (Mattila et al., 2010). Anxiety…

To address the paucity of cognitive-behavioral therapy (CBT) protocols available to treat anxiety in preschoolers with ASD, we piloted a family-centered CBT protocol in a series of 16 children aged 3-7 years with ASD and anxiety disorders and explored its feasibility and efficacy. Children were assessed at baseline, post-treatment (PT), and…

Background: School-based treatments for anxiety disorders are needed to address barriers to accessing community-based services. A key question for school administers are the costs related to these treatments. Aims of the Study: This study examined the cost-effectiveness of a school-based modular cognitive behavioral therapy (M-CBT) for pediatric…

Obsessive-compulsive disorder and autism spectrum disorder commonly co-occur. Adapted cognitive behavior therapy for obsessive-compulsive disorder in adults with autism spectrum disorder has not previously been evaluated outside the United Kingdom. In this study, 19 adults with obsessive-compulsive disorder and autism spectrum disorder were…

The purpose of this study was to investigate the effects of an anxiety-coping program for children based on cognitive behavioral therapy on children's anxiety levels. The study was conducted with 12 students in the fourth grade of primary school. Screen for Child Anxiety Related Disorders (SCARED) was during the study for data collection. Students…

Anxiety disorders and subclinical anxiety symptoms are prevalent in childhood and adolescence, highlighting the need for prevention and early intervention efforts. While research has demonstrated positive effects for some school-based anxiety interventions, additional research is warranted to ascertain program effectiveness, composition, and…

Preschoolers with elevated anxiety symptoms are at high risk not only of developing more severe mental health disorders in later life but are also apt to respond more poorly to intervention if they present with comorbid disruptive behavior. Because early signs of anxiety disorders may not be recognized as such in preschool settings, many children…

Preschoolers with elevated anxiety symptoms are at high risk not only of developing more severe mental health disorders in later life but are also apt to respond more poorly to intervention if they present with comorbid disruptive behavior. Because early signs of anxiety disorders may not be recognized as such in preschool settings, many children…

The purpose of this systematic review and meta-analysis was to synthesize the available research on the "Skills for Social and Academic Success" ("SASS") program, a school-based cognitive/behavioural intervention for adolescents with social anxiety disorder. A search of online databases, combined with reference list examination…

Anxiety disorders are common in children and severely impair their functioning. Because a hallmark symptom of anxiety is somatic complaints, anxious youth often seek help from their school nurse. Thus, school nurses are in an ideal position to identify anxious children and intervene early. This study assessed the feasibility of a brief…

While the efficacy of cognitive behavior therapy for childhood anxiety disorders, including separation anxiety disorder (SAD), has been established, tailoring such treatments to particular interests and needs may enhance uptake of evidence-based interventions. The current investigation evaluates the feasibility and preliminary efficacy of an…

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is…

Objectives: This study evaluated the efficacy of a novel psychosocial intervention (Collaborative Life Skills, CLS) for primary-school students with ADHD symptoms. CLS is a 12-week program consisting of integrated school, parent, and student treatments delivered by school-based mental health providers. Using a cluster randomized design, CLS was…

Relatively little is known about the efficacy of clinically inexperienced student therapists carrying out cognitive behavior therapy (CBT) under supervision during a professional, psychologist training program. The current study evaluated this by collecting pre- and post-treatment data on 591 consecutive patients receiving treatment at the…