Anxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism

被引：14

作者：

Capriola-Hall, Nicole N. ^{[1
]}

Brewe, Alexis M. ^{[1
]}

Golt, Josh ^{[1
]}

White, Susan W. ^{[1
]}

机构：

[1] Univ Alabama, Ctr Youth Dev & Intervent, Box 870348, Tuscaloosa, AL 35487 USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2021年 / 51卷 / 01期

关键词：

Autism spectrum disorder; Depression; Anxiety; Intervention; Emerging adults; COGNITIVE-BEHAVIORAL THERAPY; HIGH-FUNCTIONING AUTISM; SPECTRUM DISORDERS; EMOTION REGULATION; MENTAL-HEALTH; YOUNG-ADULTS; LONELINESS; YOUTH; STUDENTS; PEOPLE;

D O I：

10.1007/s10803-020-04549-6

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Young adults with autism spectrum disorder (ASD) experience increased rates of anxiety and depression which can impact academic success. The Stepped Transition in Education Program for Students with ASD (STEPS) applies cognitive-behavioral principles to help young adults with ASD improve their adjustment to postsecondary education. We aimed to determine if STEPS had an effect on anxiety and depression. Treatment-seeking adults with ASD (n = 32; Mage = 19.74) were randomized to STEPS or transition as usual (TAU; i.e., waitlist control group). STEPS participants evinced significantly greater declines in depressive symptoms from pre-treatment to post-treatment compared to the waitlist. Anxiety symptoms did not significantly change. Results suggest that transition support for young people with ASD may improve mental health.

引用

页码：298 / 306

页数：9

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