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Evaluating response to group CBT in young children with autism spectrum disorder

Published online by Cambridge University Press:  04 March 2019

Deanna Swain ,
Haley G. Murphy ,
Tyler A. Hassenfeldt ,
Jill Lorenzi  and
Angela Scarpa
Deanna Swain
Affiliation:
Virginia Polytechnic Institute and State University, Department of Psychology, Blacksburg, VA, USA
Haley G. Murphy
Affiliation:
Virginia Polytechnic Institute and State University, Department of Psychology, Blacksburg, VA, USA
Tyler A. Hassenfeldt
Affiliation:
Virginia Polytechnic Institute and State University, Department of Psychology, Blacksburg, VA, USA
Jill Lorenzi
Affiliation:
Virginia Polytechnic Institute and State University, Department of Psychology, Blacksburg, VA, USA
Angela Scarpa*
Affiliation:
Virginia Polytechnic Institute and State University, Department of Psychology, Blacksburg, VA, USA
*
Correspondence to Angela Scarpa, Virginia Polytechnic Institute and State University, Department of Psychology, Blacksburg, VA, USA (email: [email protected]).
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Abstract

Many children with autism spectrum disorder (ASD) exhibit difficulties with negative affect. Cognitive behavioural therapy (CBT) has been successfully adapted for individuals with ASD to treat these difficulties. In a wait-list control study, for example, group analyses showed promising results for young children with ASD using a developmentally adapted group CBT approach. This report examined response to group CBT in terms of individual-level change in young children with ASD. Eighteen children with ASD, aged 5–7 years, and their respective parents participated in treatment. Parents completed pre- and post-treatment measures of negative affect and related behaviours. Treatment responders and non-responders were grouped based on significant treatment outcomes as assessed by statistically significant change for lability/negativity and 20% decrease in intensity, duration or frequency of emotional outbursts. Results indicated that 67% of children met criteria as a treatment responder, showing meaningful improvement in at least two outcome measures. No significant group differences emerged for initial characteristics before treatment. Wilcoxon signed rank tests determined pre-/post-treatment change in parental confidence for each treatment responder group. Results indicated statistically significant increase for the treatment responder group in parent-reported confidence in their own ability and in their child's ability to manage the child's anger and anxiety, but these results were not significant for the treatment non-responder group. Results provide additional evidence that CBT can significantly decrease expressions of anger/anxiety in children with ASD as young as 5 years, yet also suggest need for further improvement.

Keywords

autismcognitive behavioural interventionparent traininggroup psychotherapy
Type
Original Research
Information
the Cognitive Behaviour Therapist , Volume 12 , 2019 , e17
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2019 

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Footnotes

*

Tyler Hassenfeldt and Jill Lorenzi are currently affiliated with Duke University Medical Center, Department of Psychiatry and Behavioral Sciences, Durham, NC, USA.

§

Angela Scarpa is also affiliated to Virginia Tech Autism Clinic and Center for Autism Research.

References

Suggestions for follow-up reading

Hassenfeldt, TA, Lorenzi, J, Scarpa, A (2015). A review of parent training in child interventions: applications to cognitive-behavioral therapy for children with high-functioning autism. Review Journal of Autism and Developmental Disorders 2, 79–90. doi: 10.1007/s40489-014-0038-1Google Scholar
Scarpa, A, Wells, A, Attwood, T (2013). Exploring Feelings for Young Children with High-Functioning Autism or Asperger's Disorder: The STAMP Treatment Manual. Jessica Kingsley Publishers.Google Scholar
Sofronoff, K, Attwood, T, Hinton, S, Levin, I (2007). A randomized controlled trial of a cognitive behavioural intervention for anger management in children diagnosed with Asperger syndrome. Journal of Autism and Developmental Disorders 37, 1203–1214. doi: 10.1007/s10803-006-0262-3Google Scholar

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