Use of Modular Therapy to Treat Anxiety for School Age Students with Autism

Abstract

Autism spectrum disorder (ASD) is a neurological disorder characterized by challenges with social communication, interpersonal skills, sensory stimulation, and restricted and repetitive behaviors. Because of these challenges, the social demands of school can produce anxiety in some children with ASD. Although practitioners use several evidence-based interventions to treat autism, there are few evidence-based treatments to address the anxiety symptoms commonly associated with individuals with ASD. This study aims to determine the extent to which perceived anxiety levels decrease for school-age children with autism who also present with anxiety-related concerns, the extent to which children with ASD rate the usefulness of the intervention, and measure parent and teacher satisfaction with the intervention and perceived behavioral outcomes. The school psychology researcher will use a modified version of the Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, and Conduct Disorders (MATCH-ADTC) to include more visuals, schedules, and social stories. In addition, the researcher intends to determine the effectiveness of the intervention by collecting data on the students’ engagement (determined by the practitioner) and feedback on the students’ experience (determined by the student).