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School-based cbt for anxiety in adolescents with high-functioning autism spectrum disorders
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Gartenberg, Arielle S.. School-based cbt for anxiety in adolescents with high-functioning autism spectrum disorders. Retrieved from https://doi.org/doi:10.7282/T3PC35F4

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TitleSchool-based cbt for anxiety in adolescents with high-functioning autism spectrum disorders
NameGartenberg, Arielle S. (author); Fishman, Daniel B (chair); Roth, Scott A (outside member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2017
Other Date2017-10 (degree)
SubjectSchool Psychology, Cognitive therapy, Autism spectrum disorders
Extent1 online resource (ix, 150 p. : ill.)
DescriptionWhile a significant body of literature demonstrates the efficacy of cognitive-behavioral therapy (CBT) in treating child and adolescent anxiety, relatively little research has examined its application in youth with autism spectrum disorders (ASD). Previous studies suggest that enhanced CBT benefits this population, but additional information is needed to guide the development and delivery of individualized interventions in natural settings. Towards this end, this project consists of pragmatic case studies of CBT therapy with two 15-year-old adolescents, “Brian” and Bridgette,” who both have ASD—although with different levels of severity, and comorbid anxiety disorder. Together the clients exemplify the diversity and complexity of the needs of relatively high functioning adolescents with the combination of these disorders. The case studies are designed to examine the adaptation of empirically supported practices in order to appropriately address common and idiosyncratic features of ASD within school-based mental health service delivery. The sequence of the clients is noteworthy. Brian, the higher functioning client, was seen short-term for 8 sessions; and a year later, clinical lessons learned from Brian’s therapy were applied to the design of the longer-term treatment of 65 sessions over two years for Bridgette, the lower functioning client. A qualitative and quantitative evaluation of therapy processes and outcomes offers insight into the particular intervention strategies and modifications that helped each client. The benefits and barriers of school-based mental health service delivery are considered.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Arielle S. Gartenberg
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3PC35F4
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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