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Introduction: The aim of this systematic review was to synthesize the literature on the correlates and risk factors of anxiety among adults with ID. Methods: Following the PRISMA guidelines, a systematic search of peer-reviewed literature was conducted across six major electronic databases. From an initial screening of 844 records, 13 studies were included for full-text review. Factors associated with anxiety were categorized utilizing the biopsychosocial model. Methodological quality was evaluated. Results: Correlates of anxiety were identified at all levels of the biopsychosocial model, including psychological or psychiatric diagnoses, level of ID, gender, chronic health conditions, stressful life events, and social interactions. Modifiable correlates were discussed as potential targets for designing anxiety interventions for adults with ID. Conclusion: Despite the increased recognition of the mental health needs of individuals with ID in recent years, this review highlighted a dearth of research investigating the risk factors of anxiety among this population.

A reliable autism spectrum disorder (ASD) diagnosis can occur as early as 18 months; however, the average age at diagnosis in the United States is over 2 years later. While there are numerous well-known barriers to seeking an ASD diagnosis, no research has examined if separation between a child's biological parents affects timing of ASD diagnosis for their child. Data for this study were obtained from 561 children (M age = 5.4 years, SD = 3.9 years) referred to an urban, outpatient ASD specialty clinic for their first ASD evaluation. Biological parents self-reported their relationship status during the evaluation, which was then categorized as either "together" (married or living together but not married) or "not together" (separated, divorced, or never married). An inverse-probability of exposure weighted linear regression model, which adjusted for 16 different child, family, and sociodemographic variables, was utilized to assess differences in child age of ASD diagnosis between groups. At the time of diagnosis, most children's biological parents were together (69%) versus not together (31%). In the fully adjusted model, children of parents who were together were diagnosed 1.4 years earlier than those who were not together (p < 0.001). Strategies for supporting these families and reducing age disparities are indicated.

Social networks of persons with intellectual disabilities (ID) have been characterized as smaller and less diverse than those of typical peers. Advocates have focused on strengthening those social networks by expanding circles of social support, protection, and friendship. As young adults with ID experience increasing levels of community integration and move into new postsecondary education environments, the nature and potential functions of their social networks may shift. We describe the development and use of a social network instrument that is intended to capture an expanded view of social networks as structures influencing career opportunities. Using data from participants in our college program for students with ID, we then describe and illustrate how social network analyses can be used to examine individuals' social networks. Finally, we discuss lessons learned from our development process and implications for social network assessment and analysis with persons who have ID in postsecondary education.

Internal validity and measurement invariance of the Counseling Center Assessment of Psychological Symptoms-62 item (CCAPS-62) was examined via confirmatory factor analytic models among autistic (n = 1,268) and non-autistic (n = 3,776) college students. Findings reviewed the CCAPS-62 had a strong model fit and was invariant across groups. [ABSTRACT FROM AUTHOR]

Despite speculation about an 80% divorce rate among parents of children with an Autism Spectrum Disorder (ASD), very little empirical and no epidemiological research has addressed the issue of separation and divorce among this population. Data for this study was taken from the 2007 National Survey of Children's Health, a population-based, cross-sectional survey. A total of 77,911 parent interviews were completed on children aged 3-17 years, of which 913 reported an ASD diagnosis. After controlling for relevant covariates, results from multivariate analyses revealed no evidence to suggest that children with ASD are at an increased risk for living in a household not comprised of their two biological or adoptive parents compared to children without ASD in the United States.

The current study describes the development and psychometric properties of a new measure targeting sensitivity to change of core autism spectrum disorder (ASD) symptoms, the Autism Impact Measure (AIM). The AIM uses a 2-week recall period with items rated on two corresponding 5-point scales (frequency and impact). Psychometric properties were examined using a large sample (n = 440) of children with ASD enrolled in the Autism Treatment Network. The exploratory factor analysis indicated four factors and resulted in a 25-item questionnaire with excellent overall model fit. Test-retest reliability, cross-informant reliability, and convergent validity with other measures of ASD symptoms and overall functioning were strong. The AIM is a reliable and valid measure of frequency and impact of core ASD symptoms. Keywords Autism spectrum disorder * Outcome * Treatment * Symptoms * Impairment, Introduction Recent increases in ASD prevalence (Centers for Disease Control 2012; Fombonne 2005) have underscored the immediate and critical need for effective ASD treatments. A number of promising treatments are [...]

Reciprocal social interaction, the process of reading, understanding, initiating, and responding to the social cues of others, is a core deficit and hallmark symptom for children with autism spectrum disorders (ASD). Research at Kennedy Krieger Institute has found that these social deficits can be identified as early as 14 months of age, well before communication deficits and stereotyped behaviors typically appear. This suggests that deficiencies in social interaction lie at the heart of these conditions and may even contribute to language delays and problem behaviors. Children with High Functioning Autism (HFA) and Asperger syndrome have unique social challenges because they often look and act like "typical kids" in many situations. Their language skills are, by definition, pretty good, and they achieve, or even over-achieve, in learning basic academic concepts. This can generate increased expectations among family members, teachers, and peers who assume that affected children will also be able to understand the rules of social interaction. Unfortunately, these children rarely meet these expectations, but recent research has led to a greater understanding of this core deficit and is being translated into evidence-based interventions. With the recent advancements in knowledge generated by this research, it has been shown that some children with HFA and AS can show remarkable improvements in their social and problem-solving skills, and many more can benefit from effective interventions to a smaller but still significant extent. Hopefully, research will continue to provide insights into the conditions that cause autism and generate the data needed to design even more effective, evidence-based interventions, helping all affected children realize the goals and aspirations that they and their families dream of achieving.

As part of a larger storytelling project with college students belonging to minoritized social groups, nine young adults from an inclusive college program for students with intellectual disability (ID) participated in narrative interviews. All were invited to tell stories about campus incidents of microaggression and microaffirmation related to their disability. They also were invited to tell stories about other social identities they claimed. Stories were analyzed thematically and for correspondence with findings from previous studies involving other social identity groups. Students told a variety of stories about interpersonal incidents on campus that made them feel respected or disrespected. They also shared stories of institutional encounters that influenced their sense of acceptance at the university. Although they told more stories about microaffirmations, they were not immune to microaggressions. However, many of the students' microaffirmation stories placed importance on not being perceived as different rather than a clear affirmation of disability identity. Students' stories have implications for fostering a campus climate where students with ID are respected and included and where ableism is addressed in substantial ways. [ABSTRACT FROM AUTHOR]

Current methods of introducing creativity techniques in industrial training courses can be modified to increase the amount of personalized learning, according to the authors. They offer a framework for a new approach to creativity training in short courses and workshops, with both in-house and business school examples. (MF)

Caregivers of children with autism spectrum disorder (ASD) may find it difficult to feel a sense of control and to cope with the overall physical and emotional demands of caring for their child. While caregivers are able to successfully cope with a high level of stress, there are limits to their resources and abilities to cope over time. Genetic counselors working with affected families may be able to help parents more effectively manage stress related to the disorder. Few short-term interventions have been reported in genetic counseling yet implementation of evidence-based examples may be achievable. This study aimed to assess the feasibility of a coping effectiveness training (CET) intervention designed to enhance coping self-efficacy (CSE) among caregivers of children with ASD, with the eventual goal of translating this intervention into genetic counseling practice. A randomized treatment-control design was used to investigate the feasibility of an intervention using CET among caregivers of children with ASD. The primary outcome was the feasibility of the intervention; the secondary outcome was improvements in CSE in the intervention group as compared to the control group. Caregivers were recruited and randomized into the treatment (n=15) or control (n=13) groups. Of these, 22 completed the study (retention: 78.6%). The intervention was highly feasible; most caregivers found the CET helpful, practical, useful, and relatively easy to attend. The treatment group demonstrated significantly increased CSE from pre-intervention to post-intervention (p=0.02). Between group differences were not significant when comparing the pre-post changes. We provide preliminary evidence that CET may be beneficial to caregivers of children with ASD. The results of this feasibility study support development of a phase II study of this intervention in a larger cohort, aimed to be implemented into a genetic counseling setting. [ABSTRACT FROM AUTHOR]