New study explores The role of emotion regulation and core autism symptoms in the experience of anxiety in autism
Dr. Susan White and colleagues have published a new study exploring emotion regulation, anxiety, and autism symptoms. Many children with autism spectrum disorder have problems with managing their emotions (emotion regulation) and anxiety. In this study, over 1000 parents completed an online survey which showed that emotion regulation and anxiety are closely linked. Although emotion regulation and anxiety are inter-connected, the results also show that autism symptoms play an important role in anxiety in autism spectrum disorder. Emotion regulation problems may be an important target for the treatment of anxiety in autism.
Dr. Angela Barber (Communicative Disorders) and Dr. Rajesh Kana (Psychology) are among the inaugural group of research fellows addressing rural and underserved communities through the Alabama Life Research Institute (ALRI). The ALRI serves as a focal point for interdisciplinary bio-psychosocial research that seeks to investigate the human condition at all levels, from the molecular to the environmental, collaborating across the University, as well as with peer institutions, health care corporations, governmental agencies, community-based organizations and other concerned individuals.
“A major criterion of naming the first cohort of ALRI Fellows is their extensive experience and desire to collaborate with faculty, staff and students from around campus to address one of the initial major research foci of ALRI – that is, to identify, understand and solve problems related to rural and underserved communities,” said Dr. Sharlene Newman, ALRI executive director.
ua's department of special education & multiple abilities announces innovative master's degree in special education with certification in autism
The identification of children with autism has increased dramatically in schools. To meet the need for special education teachers with concentrated knowledge of how to serve those children directly, as well as how to provide support for non-special education teachers who provide instruction for children with autism, the Department of Special Education & Multiple Abilities at The University of Alabama has developed an exciting new innovative program with certification in autism.
Contact Dr. Laci Watkins for more details about application requirements and admission to the program.
The University of Alabama's Dr. Susan W. White, in collaboration with Dr. Brenna Maddox at the University of Pennsylvania and Dr. Carla Mazefsky at the University of Pittsburgh, have co-edited the new Oxford Handbook for Autism and Co-Occurring Psychiatric Conditions.
From the publisher:
Co-occurring psychiatric conditions are extremely common among people who have autism spectrum disorder (ASD). The Oxford Handbook of Autism and Co-Occurring Psychiatric Conditions presents a compilation of the latest research in this area, summarized by internationally renowned experts. Each chapter presents an overview of the problem or disorder including information on prevalence in ASD and in the general public and a synthesis of the research on etiology, diagnostic best practices, and evidence-based intervention approaches. Case studies bring these concepts to life, and each chapter concludes with suggestions for future research directions in order to further develop our scientific and clinical understanding of the particular comorbidity. Given the fact that comorbidity is often a chronic and pervasive concern, this Handbook takes a lifespan approach, with each chapter touching on developmental aspects of the targeted problem, from early childhood through adulthood. The concluding section of the Handbook is comprised of content on clinical considerations and research approaches, including chapters on medications commonly used to treat co-occurring conditions, strategies for managing crisis situations in this clinical population, and community partnerships within an implementation science framework.
The 19th Annual Alabama Autism Conference will be held at the Bryant Conference Center in Tuscaloosa, Alabama on February 28, 2020. The conference presents the latest research regarding diagnosis and treatment of Autism Spectrum Disorder (ASD). This year's theme will focus on Emerging Trends: Filling Gaps in Our Understanding of ASD.
For more information on the conference and to register, please visit https://training.ua.edu/autism/index.php
Drs. Bednarz and Kana publish "Patterns of Cerebellar Connectivity with Intrinsic Connectivity Networks in Autism Spectrum Disorders"
Neuroanatomical and functional abnormalities of the cerebellum have been reported relatively widely in individuals with autism spectrum disorder (ASD). The cerebellum is considered to modulate information processing and its connections with the cortex impacts wide-ranging functions. In a new functional MRI study published in the Journal of Autism and Developmental Disorders, Bednarz and Kana examined the connectivity of the cerebellum with different networks in the cortex (e.g., executive network, salience network, and default mode network) in children with ASD using resting state functional MRI. Data from the Autism Brain Imaging Data Exchange (ABIDE-II) Database was used for this study. The main finding was significant hyperconnectivity between cerebellum and cortical networks in children with ASD relative to typically developing children. The findings of this study underscores the importance of connectivity models of autism, and the need for investigating cerebro-cerebellar connectivity.
Kimberly Tomeny and Drs. Robin Mcwilliam and ted tomeny publish article on caregiver-implemented interventions for young children with asd
Caregiver-implemented intervention is a common approach to supporting very young children with or at risk for ASD and their families, and it is often facilitated via coaching. This systematic review examines four coaching components across the literature on caregiver-implemented intervention with infants and toddlers with or at risk for ASD. Results indicated that most of the 26 reviewed studies highlighted components such as building on caregivers’ competence and guided practice, yet many failed to address collaborative coaching components (e.g., planning, reflection, and decision making), which are important aspects of supporting caregivers. Gaps in the literature on caregiver-implemented intervention remain, as few of the reviewed studies described the use of all four coaching components.
Dr. white and colleagues publish findings of a program to improvE the transition to adulthood for students with ASD
Emerging adulthood is a period of heightened risk for young people with autism spectrum disorder (ASD). Due in part to a lack of evidence-based services and supports during the transition to adulthood, many emerging adults fail to matriculate into postsecondary education or thrive in productive employment. The Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address the psychosocial, transition-related needs of emerging adults with ASD. 59 adolescents and emerging adults with ASD were randomly assigned to either STEPS or transition as usual (TAU). Results indicate that STEPS is acceptable to young people with ASD and their parents and that it can be implemented with high fidelity. Among secondary school students, those who completed STEPS exhibited significantly greater gains in transition readiness from high school, and these gains were largely sustained after program completion. Among students enrolled in postsecondary education, STEPS resulted in increased levels of student adaptation to college relative to those in TAU. Programming to address ASD-related challenges can promote successful educational transitions.
Dr. white and colleagues publish study examining the role of emotion regulation on co-occuring psychopathology in adults with asd
Deficits in emotion regulation (ER) are commonly observed in individuals with ASD and may contribute to elevated rates
of psychiatric comorbidity. The objective of this study was to understand the relationship between ER (self-and caregiverreported)
and clinician-assigned mood and anxiety disorders in emerging adults with ASD (n = 27). Individuals with an anxiety
or mood disorder demonstrated significantly greater involuntary engagement (IE) for ER than those without an anxiety
or unipolar depression diagnosis. Furthermore, those without anxiety or depression reported significantly more voluntary
engagement (VE). However, consistent with prior findings outside of ASD, IE appears closely associated with internalizing
diagnoses, even when VE is also utilized. Research on clinical approaches to reduce reliance on involuntary approaches to
emotion management should be pursued.