Review of Interventions for Inclusion of Children With ASD and Anxiety in Education
Bibliographic record
Abstract
BACKGROUND: Anxiety is one of the most common accompanying symptoms in people with autism spectrum disorder (ASD), and may compound the difficulties they experience in social inclusion. OBJECTIVE: Review of methods and programs that have been developed for the management of anxiety symptoms in individuals with ASD, to help them cope with their social environment, and in particular, school. METHODS: A search for papers published from the 1980s to 2017 was made in PubMed and in the official websites of the US Food and Drug Administration (FDA), the American Association of Anxiety and Depression, UCLA PEERS, Sutherland House School and Autism Speaks, and in the US National Institute of Health (NIH) publications. In addition, other resources were found in the library of the University of Macedonia and the Greek National Research Foundation. RESULTS: The search revealed papers on anxiety in ASD and its treatment, and three reports of training programs that had been developed specifically for enhancement of the inclusion of people with ASD and anxiety. The papers were reviewed with a view to identifying the components that decrease anxiety and have long-term effects in curtailing social exclusion. Programs incorporating a variety of methods, including intervention in the school curriculum, development of CBT and other psycho-social approaches and promotion of family support, can all increase awareness of anxiety stimuli and lead to successful and sustained management of anxiety symptoms and enhanced social inclusion. Assessment of anxiety in children and young people with ASD is imperative, and efficacy of the intervention needs to be evaluated using evidence-based measurement. CONCLUSION: Intervention programs based on recognition and management of anxiety symptoms can increase the possibilities for adaptation and social inclusion of children and young people with ASD. Evaluation of the efficacy of interventions is an area that requires attention.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.019 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.004 |
| Bibliometrics | 0.008 | 0.006 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".