Modified School-Based Facing Your Fears for Students with Autism Spectrum Disorder and Anxiety: A Preliminary Quasi-Experimental and Qualitative Analysis

Main Article Content

Karen R. Kester Joseph M Lucyshyn

Abstract

With a high prevalence of anxiety among children with Autism Spectrum Disorder, researchers have identified implementing effective treatments in real-world settings as a priority. In the present study, multiple methods were employed to evaluate the effectiveness of educators delivering a modified school-based Facing Your Fears Cognitive Behavior Therapy program to treat anxiety among students with Autism Spectrum Disorder. Participants included 5 students, 6 educators and 7 parents. Settings were a public elementary school and private school. Multiple methods included a quasi-experimental group design, time series design, semi-structured interviews and focus groups. Quantitative results indicated that with training and on-going feedback educators obtained a modest level of fidelity in implementing the intervention. Non-significant decreases in student anxiety symptoms across all informant ratings (students, parents and teachers) were observed. Social validity ratings across participants were high. Qualitative findings revealed the following themes: (a) outcomes; (b) program structure; (c) inclusion; and (d) factors critical for success. These preliminary results offer a model for researchers to collaborate with key stakeholders in adapting interventions for use in schools, bridging the gap between research and practice. They highlight educator’s ability to deliver empirically-supported treatments to address anxiety among students with Autism Spectrum Disorder.

Article Details

How to Cite
KESTER, Karen R.; LUCYSHYN, Joseph M. Modified School-Based Facing Your Fears for Students with Autism Spectrum Disorder and Anxiety: A Preliminary Quasi-Experimental and Qualitative Analysis. Medical Research Archives, [S.l.], v. 10, n. 10, oct. 2022. ISSN 2375-1924. Available at: <https://esmed.org/MRA/mra/article/view/3117>. Date accessed: 06 dec. 2022. doi: https://doi.org/10.18103/mra.v10i10.3117.
Section
Research Articles

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