Asperger 7
-
Upload
herdiko-shalatin -
Category
Documents
-
view
224 -
download
0
Transcript of Asperger 7
-
7/25/2019 Asperger 7
1/12
Anxiety in
Adolescents
With
Asperger
Syndrome:
Negative
Thoughts,
Behavioral Problems,
and Life Interference
Sylvana
Farrugia and
Jennifer Hudson
This study
examined
anxiety symptoms
in
29
adolescents with
Asperger
syndrome (AS)
aged 12 to 16 years, compared
to 30
nonclinical
(NC)
adolescents
and 34 adolescents
with anxiety
disorders
(AD). Comorbidity
between anxiety
symptoms
and
negative
thoughts, behavioral problems, and life
interference
was also examined. Self- and
parental reports revealed
significantly higher
levels of anxiety in both the AS
group
and the AD group
than in the NC group. Negative
thoughts,
behavioral
problems, and life interference
were significantly
higher for the
AS
group than
for
the two
comparison
groups.
sperger syndrome
(AS) is
one
of
the five
pervasive de-
velopmental
disorders PDDs) that
share a cluster of
developmental
problems in reciprocal
social interac-
tion,
communication,
and stereotyped
interests
and
behaviors
American
Psychiatric
Association
[APA],
2000).
S
is,
how-
ever,
a distinctive subtype
of PDD, characterized
by social
dysfunction
and idiosyncratic
interests,
without clinically sig-
nificant delay in language
and
cognitive development. Diag-
nosing individuals
with AS is complicated.
First, there
is
no
universal agreement
on diagnostic criteria
(Klin, Volkmar,
Sparrow,
2000).
Second,
the
term
Aspe ger
syndrome
is often
used synonymously
with high-functioning
autism HFA),
characterizing those who
function at the
high
end of the autis-
tic
spectrum disorders ASD),
a term used synonymously
with
PDD Ghaziuddin, 2002).Third,
individuals
with
S
present
with high rates
of comorbid disorders,
which might delay or
obscure
the diagnosis of AS Sverd, 2003).
Common
comorbid
problems in the AS population in -
dude
emotional disorders such as anxiety
and
depression
Ghaziuddin,
Weidmer,
Ghaziuddin, 1998; Wing, 1981) as
well as behavioral disorders
such as conduct disorder
CD),
oppositional defiant
disorder ODD),
and attention-deficit/
hyperactivity
disorder ADHD)
Barnhill et al.,
2000;
Gill-
berg,
2002).
Anxiety and depressive disorders
are conceptual-
ized as internalizing
disorder, while behavior disorders a
considered externalizing disorders
(Achenbach, 1985). D
spite this evidence,
most
of the studies
on comorbidity in
A
have focused
mainly on depression, rather than
anxiety and b
havioral
problems, which
are the focus
of
the present study
Comorbid
Anxiety Disorders
in
Adolescents With
AS
In the PDD population,
fears are
very
common and
occ
more
frequently
than
in
nondisabled controls (Matson
Lov
1990).
Clinically significant
anxiety, which differs from fe
on
level ofseverity, associated
distress, and life
interference, h
also
been documented. For
example,
Gillott,
Furniss,
and
W
ter (2001)
found that children
with HFA
reported
signi
candy higher
anxiety
levels
than
typically developing
childre
however, when
compared
to
the
clinically anxious
populatio
mean,
children with
HFA obtained
lower
anxiety scores. O
the
other hand, two studies using structured
clinical intervie
found
that
individuals with
PDD met
full
criteria
for at lea
one anxiety
disorder
(Muris
Steerneman,
1998;
Rumse
Rapoport, Sceery, 1985).
Clinicians
have also observed high
levels of anxiety
in
t
adolescent
population
(Attwood,
1998;
Szatmari,
1991; Ta
tam, 2000; Wing,
1996). Despite
these clinical accounts,
well as the strong evidence
that
anxiety
disorders are one
the most common forms
ofadolescent psychopathology
(Don
van
Spence, 2000), research
on
anxiety in
adolescents wi
AS
is still lacking.
However, the few
studies that
have
emerge
in recent
years
found
that both
self- and parental reports
sho
that
adolescents
with AS have
significantly
higher
levels
anxiety than
adolescents in the general
population (Bellin
2004;
Kim, Szatmari,
Bryson, Streiner,
Wilson, 200
Tonge, Brereton,
Gray, Einfeld,
1999) and adolescents w,
CD
(Green,
Gilchrist,
Burton,
Cox, 2000).
In
addition
-
7/25/2019 Asperger 7
2/12
FOCUS ON
UTISM
ND OTHER DEVELOPMENT L
DISABILITIES
26
these
high internalizing
symptoms,
adolescents
with AS
have
high levels of
externalizing
problems
(Kim
et al., 2000).
In
fact,
levels of
conduct
and
overactivity
symptoms
are so high
that adolescents
with
AS
are sometimes
misdiagnosed
as
hav-
ing
CD
(Green
et al.,
2000)
or ADHD
(Attwood,
1998).
Comorbid
Behavior
Disorders
in
Adolescents
With S
In a
study
by Green
and
colleagues
2000), adolescents
with
AS
and
their parents
reported levels
of CD,
ODD,
and/or
ADHD
as
high as
adolescents
with
CD,
who like
adolescents
with
AS,
show a
failure
of
social adaptation,
even
though ofa
different
etiology. Kim
and
colleagues
2000)
also
found
clin-
ically
relevant scores
ofPADHD
and
ODD
in 9-
to 14-year-old
adolescents
with AS;
however,
based on
parental reports,
these
adolescents
did
not
reach clinically
significantly
levels
of CD .
Tonge
and colleagues
(1999)
found
that the
level of
behav-
ioral
problems in
adolescents
with
AS was higher
than that
found in
general
childhood populations
(Rutter,
1989) and
even
higher
than
that found
in populations
with
intellectual
disabilities
(Einfeld
Tonge,
1996).
The
point
illustrated
by these
studies is
that
adolescents
with AS
present
with both
emotional
and behavioral
problems.
But
what
are the risk
factors
for these
comorbid
problems
in
adolescents?
Apart
from
the
complex
interplay
between
bio-
logical,
psychological,
and
environmental factors
(Cooper,
2000),
cognition
has a
major
role
in
the
development
and
maintenance of
internalizing
and
externalizing
problems
in
clinical
and community
samples
of
adolescents (Schniering
Rapee,
2002,
2004a,
2004b).
Cognitive
Factors
in Adolescents
With S
According to
IFrith
(1991),
deficits
in cognitive
processes
also
have
a
role in
the
multiple behavioral
manifestations
exhibited
by
adolescents
with AS.
Individuals
with AS have
difficulties
in
conceptualizing
and
appreciating the thoughts
and feelings
of other
people Ozonoff
Miller,
1995).
They
are
also rigid
in their thinking (Church,
Alisanski,
&Amanullah,
2000),
which
makes
them
unable to
learn
from mistakes
(Prior
Hoff-
mann, 1990),
to cope
with
being wrong
(Attwood,
1998),
and
to
change
their behavior to
meet
environmental
demands
(Szatmari,
Bremner,
Nagy,
1989).
However,
to our
knowledge, there
is no
research investi-
gating
cognitive
biases
that
may
predispose or
maintain anxi-
ety
and behavioral
problems
in adolescents
with AS.
On
the
other hand,
cognitive
factors
related to depression
have
been
investigated
by
two studies
using the same
sample
of thirty-
three 12-
to
18-year-olds
with AS
(Barnhill, 2001;
Barnhill
Myles,
2001).
Barnhill found
a
significant
positive
relationship
between depressive
symptoms
and
ability
attributions
for
so-
cial failure.
Barnhill
and Myles
found
that adolescents
with AS
have
a learned
helplessness
style, meaning
that
the
more de-
pressive
symptoms
reported by the
adolescents, the
more
the
adolescents
explained
negative
events
by internal,
stable, and
global
causes.
These
results
are
consistent with
studies involv-
ing clinical
and
nonclinical adolescents
without AS,
whose de-
pressive
symptoms
were strongly
predicted by
thoughts
on
personal failure
(Schniering
Rapee,
2002, 2004a,
2004b).
These
researchers
also
found
that anxiety
symptoms
were
strongly
predicted
by thoughts
on social
threat,
whereas
ex-
ternalizing
symptoms
were strongly
predicted by
thoughts
on
hostility. Thus,
research
needs to be
conducted
to see if
the
cognitions of
adolescents
with AS are
also
related
to
specific
internalizing
and
externalizing
problems, which
in the
general
population have
been found
to
be
highly
distressing,
leading
to significant
life
interference
(Schniering
Rapee, 2002).
Level
of
Distress and
Life
Interference
in
Adolescents
With
S
Adolescents
with
AS experience difficulties
arising
from
their
core
symptoms
(Steyn Le
Couteur,
2003). In
addition, they
have
to deal
with the
transitional
changes
of adolescence,
which is a
difficult
time
for many teenagers,
but more so
for
adolescents
with
AS,
who
have
major
problems
with
peer
group identification
and peer relationships
(Green
et al.,
2000).
In fact,
Tantam
(1991) asserted
that
AS may cause
the
great-
est disability
in adolescence, when
social
relationships
are
the
key
to
almost every achievement. Even
though
at times ado-
lescents
with AS do not
consider
themselves
to
be at risk for
any of
these
problems (Barnhill
et
al., 2000),
these
complexi-
ties
dearly
provide difficulties
for
them
(Groden,
Cantela,
Prince,
Berryman, 1994),
affecting
their
overall
life
adapta-
tion
and leading to
a
highly disabling
condition
(Tantam,
2000).
Thus
it
is important
that adolescents
with AS are
iden-
tified
as
early
as possible
and
provided with
appropriate
inter-
ventions.
The
Present
Study
Recent
years have
witnessed
numerous
studies
on anxiety
and
behavior
disorders in
adolescents,
but
the
presence
of
these
problems in adolescents
with
AS has rarely
been
studied. In
the
few
studies that have
been
conducted,
individuals
with AS
demonstrated
high
levels of
both anxiety
and behavioral
prob-
lems.
However,
none of
these
studies
examined
anxiety
and
behavioral
problems specifically
in adolescents
with AS and
used
comparison
groups to
tease
apart
the
specificity
or
gen-
erality of
these
problems.
It
is
important
to
examine anxiety
and behavioral symp-
toms
in adolescents
with AS
because
they
might represent
ad-
I
-
7/25/2019 Asperger 7
3/12
VOLUME 21, NUMBER
1 SPRING 6
ditional
debilitating problems,
which
if left untreated might
lead
to significant life interference
and
persist
through adult-
hood. In addition, the potential comorbidity
of
these
two
problems
might increase
the
overall severity
of the
condition.
This comorbidity of
emotional and
behavioral problems,
as
well as
their impact on quality of
life,
are
two other areas
that
have
not
been
covered
in
the
studies
of
adolescents
with
AS.
In this population
there is also a paucity of research on cogni-
tion,
which in
the general population has
been found to be
a
critical
factor
in the development
and maintenance
ofboth
in-
ternalizing and
externalizing disorders.
The
reviewed
studies
on adolescents
with AS
were
further limited because
they
(a) used
only
one-tailed
statistical analysis,
thus
predicting
the
direction
of
the results,
and
(b) used either
a parent or
self-
report,
between which
there is a demonstrated low
level of
agreement
(Engel, Rodrigue,
Geften, 1994) that could
skew
the results.
In an effort to address
these issues,
the present
study
ex-
amined anxiety symptoms in adolescents
with
AS
and
provided
two
comparison
groups,
a
group
of
individuals
with
anxiety
disorders
(AD) and
a group of individuals from
the
general
population
(nonclinical;
NC). The
relationship
betveen
anxi-
ety
symptoms and negative
automatic thoughts, behavioral
problems, and life
interference was also examined.
The meth-
odology
of
this study was
strengthened
by
the
use of
nondi-
rectional
two-tailed
analyses and information
obtained from
both adolescents and
parents.
The
purpose of
the
present
study was to
answer the
following
questions:
1.
Are adolescents
diagnosed
wvith
AS
more
likely
to
experience symptoms of
anxiety
than
adolescents in
the general population?
And is the level
of
anxiety
experienced
by adolescents
with AS as high as that
experienced
by adolescents
with
AD? It
was anticipated
that
adolescents
with AS and adolescents
wvith AD
would
both
manifest
significantly
higher
levels
of
anxiety
than
the
NC group.
2.
Do the three diagnostic groups
differ significantly on
levels
of
negative
automatic thoughts, behavioral prob-
lems, and life interference?
Is there a
correlation between
any
of these three
factors and anxiety
symptoms? And
are the negative automatic
thoughts correlated
with
the
anxiety and
behavioral
problems
exhibited
by adolescents
with AS?
It
was
expected
that
due to the equivalent
levels
of
anxiety
symptoms exhibited by adolescents
wiith AS and
adolescents
with
AD,
both
would
exhibit
more negative
thoughts, behav-
ioral
problems,
and life
interference when compared to
the NC
group. It was also
anticipated that
threat-based
thoughts
would
correlate
with
anxiety
symptoms, whereas
hostility cog-
nitions would
correlate wvith behavioral problems
in all
three
diagnostic groups.
2
Method
rticip nts
The sample consisted of 93 adolescents and one of
their par
ents:
29 adolescents with
AS, 34
adolescents
with
AD, and
3
NC
adolescents.
The 64
(69 )
boys
and 29
(31 )
girls
wer
between 12 and
16 years
of age,
with
a
mean age of 13.8
years
The AD and
NC groups had similar
proportions
of boys
and
girls,
but
the AS group
had a higher
boy
to girl ratio, which
consistent
with the
gender ratio found in the AS
population
(AD:
19
boys,
15
girls;
NC:
19
boys,
11 girls; AS: 26 boys
3 girls).
Asperger Group. Adolescents with
AS
were
recruited v
two sources:
20 from local
support groups and
the remain
ing 80 via the Autism
Association of
New South Wale
(NSW).
All of the
adolescents
in this
group
had
been diag
nosed
with AS by qualified
mental health
professionals:
31
by psychiatrists,
28
by
clinical psychologists,
21 by child pe
diatricians
and
clinical
psychologists, 17
by child pediatri
cians, and
one adolescent diagnosed by
a
clinical
psychologis
and
a
psychiatrist.
These adolescents were
diagnosed
within
the last
8
years in
the following settings: private
practice (55 )
the Autism Association of
NSW (24 ); Forestville
Autism Aus
tralia
(10 ); and the
Child
and
Family Health Center,
Delphi
Anxiety,
and Westmead
Children's Hospital, with
the
latte
three settings
diagnosing one adolescent
each.
Anxious
Group.
Adolescents from
the
AD
sample
pre
sented
for assessment and
treatment
at
the Macquarie
Un
versity
Child and
Adolescent Anxiety
Clinic,
Sydney, A ustralia
Postgraduate students in
clinical
psychology,
under the super
vision of experienced
clinical psychologists,
interviewed th
adolescents
and their
parents
separately,
using
the Anxiety Dis
orders
Interview
Schedule for DSM IV Child and Parent
Ver
sion
ADIS-IV-C/P;
Silverman
Albano, 1996). From th
assessed 88 participants,
54 met criteria
for another disorde
in
addition
to anxiety.
The present
study
included the 34
ado
lescents who
only
met criteria for anxiety disorders,
with d
agnosis based
on
interviews
with both
parents
and adolescents
The
principal diagnosis
in
the
AD
group
included
the
follow
ing:
generalized
anxiety
disorder
(41 ),
separation
anxiety dis
order
(18 ),
social
phobia
(18 ),
obsessive
compulsive
disorde
(15 ), specific
phobia
(6 ) and panic
(3 ),
with
73
diag
nosed with
more than one anxiety disorder.
Nonclinical Group.
The NC group
consisted
of
adoles
cents
recruited
from
the
community
via an advertisemen
placed in
a local
newspaper.
To avoid bias,
the advertisemen
provided
a general statement
that the study was investigatin
factors affecting
adolescents.
The inclusion criterion
was tha
these
adolescents
have never sought
treatment from a
menta
health
professional.
These participants
were
not
interviewed
-
7/25/2019 Asperger 7
4/12
FOCUS ON AUTISM
AND
OTHER
DEVELOPMENTAL DISABILITIES
28
because
we
did
not
want
to select a
diagnosis-free
group.
Rather,
we
wanted
to make
comparisons with a more
normally
distributed
nonclinical group.
It
is recognized,
therefore, that
some of these
adolescents
may have
met
criteria
for some
forms
of
psychopathology.
Since
the NC group was the
most
difficult to recruit,
these participants received monetary
com-
pensation.
e sures
Questionnaires. The Children sAutomaticThoughts
Scale
(CATS; Schniering
Rapee, 2002) is a self-report
of negative
automatic thoughts
in children
aged
7-16
years. It consists
of
40 items yielding a total score
and
four cognitive
subscales:
(a)
Physical Threat, (b) Social Threat,
(c) Personal Failure, and
(d)
Hostile Intent. The
scale
effectively
discriminates between
nonclinical and clinical
anxious,
depressed, or
behavior disor-
dered
children,
with a
mean total score
for the
community
group
significantly lower
than
the
mean for
the
anxious
group
(mean difference
= -25.88), the depressed group
(mean dif-
ference =
-30.52), and
the
behavior disordered group
(mean
difference =
-11.85). Internal consistency was also
very high
(.95), and
test-retest correlation
coefficient
for the total score
was
.76 at
3
months (Schniering
Rapee, 2004a, 2004b).
The present study slightly
modified the CATS
self-report
and
used
it
as
an informant report
for the
AS
group,
in
addition
to
self-report.
The Spence Children sAnxiety
Scale
(SCAS;
Spence, 1998)
is a
measure
of overall
levels
of anxiety
in children
and adoles-
cents.
In
addition
to the total score,
it
includes six
subscales
based
on
DSM-IV
criteria:
(a)
Panic/Agoraphobia,
(b)
So-
cial Phobia, (c)
Separation Anxiety, (d) Generalized
Anxiety,
(e) Obsessive-Compulsiveness,
and (f) Fears
of Physical
Injury,
with the latter
closely
resembling Specific
Phobias in
DSM-IV.
The SCAS has
been found to
have
sound
psychometric prop-
erties, with
a
convergent validity of .75
and
an
internal relia-
bility
coefficient
of
.93
and
a
Guttman
split-half
reliability
of
.92 (Spence, Barrett, Turner,
2003).
The present study used
both the SCAS
self-report and parent report,
which correlate
well
with each other, with parent-child agreement
ranging
from
.41 to
.66
(Nauta et al.,
2004).
The
Strengthsand DifficultiesQuestionnaire
SDQ; Good-
man, 1997)
is
a
brief
behavioral screening measure consisting
of
25 positive
and negative attributes that generates scores for
five
subscales: (a) Emotional
Symptoms, (b) Conduct
Prob-
lems, (c) Hyperactivity/Inattention,
(d) Peer Relationship
Prob-
lems,
and (e)
Prosocial
Behavior. The first
four
subscales
are
added to
provide a
valid
total difficulty
score
with
an
internal
reliability of.82
(Goodman, 2001). The SDQ reliability
is sat-
isfactory, whether judged
by
internal
consistency
(mean = .73),
cross-informant correlation (mean = .34), or retest stability
up
to
6
months
(mean = .62) (Goodman, 2001). In the
present
study, adolescents
completed
the
self-report
version
suitable
for ages
11 to 16,
and
parents
completed the informant-rated
version, which covers
the
same
25 items, thus
increasing com
parability
of
scores obtained
from children and parents (Good
man, Meltzer, Bailey, 2003).
The
Life
nterference
Measure
(LIM;
Lyneham, Abbott,
Rapee,
2003) is
a new self-report questionnaire
consisting
of
31
items scored
on a scale
from
0 to 4,
which
when added to
gether
give a
global
life
interference score.
The
self-report ver
sion was slightly
modified and used as an informant report
for
the
AS group. This measure
has not
yet
been
analyzed
for
psy
chometric properties; however, an analysis using
the data
from
the present
study showed high
internal
reliability
for
both
the adolescents' (alpha = .95)
and parents'
(alpha = .91)
tota
score.
Additional Questions. In
addition to completing
the
four questionnaires (SCAS, SDQ, CATS,
LIM),
the parents
o
adolescents
with AS were
asked
to
answer
the
following six ad
ditional
questions
written
by
the
researchers: (a)
In
which
clinic/center
was
your
child diagnosed?
(b)
Which
of
these
professionals (child
pediatrician, clinical psychologist, psychia-
trist,
other)
diagnosed
your
child? (c) How long ago was
you
child diagnosed?
(d)
Has
your
child ever been given psycho
logical
treatment? If
yes, what
type of
treatment?
(e)
Has
you
child ever
been
given
treatment for
anxiety symptoms?
If yes
what type of
treatment?
(f)
Is your child
taking
any
medica
tion?
If
yes, what type of
medication and for what problem?
Procedure
This
research
was
approved
by
Macquarie
University Ethic
Review
Committee, the
Macquarie University Anxiety Re-
search
Unit,
and
the
Education and Research Committee
o
the Autism Association
of
NSW.
In the
AD group,
parents
seeking treatment
for their
chil
dren's anxiety contacted
the
Child and Adolescent
Anxiet
Clinic
for
an initial
assessment. The clinic sent the
family the
information/consent form to be signed by
parents and
ado
lescents,
as well as
the four parent
questionnaires
(SCAS
CATS, SDQ,
LIM) and
the
two self-questionnaires (SCAS
SDQ). Participants
returned the
questionnaires and consen
form at
the time
of the assessment;
postgraduate clinical psy
chology students
interviewed the parents and adolescents sep
arately,
using the
ADIS-IV-C/P.
In
the AS group,
an
information
sheet
explaining the
na
ture
of
the
present study
was sent
to five AS support
groups
The
parents
of interested
participants were asked to
contac
the
researchers by
phone. The self-report and parent report o
the
four questionnaires
(SCAS,
CATS,
SDQ,
LIM) were sen
to
these participants, together with the six
additional question
and
the information/consent
form.
Parents and
adolescent
were
asked to
separately fill
in
the
questionnaires, which would
take approximately a
half
hour,
and
return them
in
the self
addressed envelope.
Recruitment of other adolescents with AS
was
completed through
the Autism Association of
NSW. On
-
7/25/2019 Asperger 7
5/12
21, NUMBER
1,
SPRING 2006
2
hundred
self-addressed
envelopes, each
containing the pack-
age
of questionnaires,
additional questions, and information/
consent forms, were given
to
the principals of four
different
schools,
situated at Central
Coast, South
East
Sydney,
West-
ern Sydney,
and North
Sydney,
who
sent the
envelopes
to the
families of students
with
AS;
participation
was
voluntary.
To
attend
these
particular
schools,
the
adolescents
had
to
have
been diagnosed
with
AS by qualified
mental
health profes-
sionals.
To validate the self-report
method of this
study,
rather than
relying
only
on
the answers
provided by adolescents
Nith AS,
who
might
have
misunderstood the items due
to
their
diffi-
culties with abstract terms,
a parent version of each
measure
was
included,
thus
increasing
our
confidence
that the
results
obtained are reliable.
In the NC group, those interested were
asked to contact
the researchers by
phone.
After
ensuring
that they
had
never
sought
treatment from mental
health professionals,
the re-
searchers sent
them a
self-addressed
envelope containing
the
SCAS
and
SDQ parent version
and
the
SCAS, CATS,
SDQ,
and LIM self version,
together with the
information/consent
form. Participants
indicated their willingness
to participate
in
the study by returning
the signed consent
form,
together with
the
completed questionnaires,
to the researchers. These
par-
ticipants
then
received
monetary comp ensation for their
par-
ticipation.
Results
Preliminary
Analyses
Gender.
Although the
three
diagnostic
groups
differed
significantly
with
respect
to gender,
c
2
(2, N =
93)
= 8.94,
p
< .05, no significant
difference was found
between
male and
female
scores on the administered measures,
so gender
was not
used as a covariate in
later
analyses.
Age.
The
adolescents'
age was not significantly
different
across the three
diagnostic
groups,
F(2, 90) =
.78,
p
>
.05
(AS
group, M = 13.76,
SD = 1.27;
AD
group, M =
13.82,
SD
1.29; NC group,
M=
13.90, SD 1.56). In
addition,
no
sig-
nificant
correlation
was
found
between
age
and
anxiety
levels
as
measured
by the
SCAS self-report
total score: AS group,
r(29) = .27, p >
.05;
AD
group, r(34) = .07, p > .05, and NC
group, ;(30)
= .35, p > .05.
Analyses
Differences
betveen the three
diagnostic
groups
were investi-
gated using one-way
analysis
of variance
(ANOVA).
The
de-
pendent
measures
for the analyses included
the raw total scores
and subscales of
the SCAS, CATS,
SDQ,
and
LIM,
both
par-
ent and self-report.
A
Bonferroni correction was used
to
adjust
for
inflation
of
the Type
1
error
rate
on
follow-up comparisons.
TABLE 1
Correlation
Between Adolescent Self-Reports and
Parent
Reports in Each Group on All Four Measures
Asperger Anxious
Nonclinica
Measure (n = 29)
n
= 34)
(n = 30)
SCAS
.697 *
.527**
.433*
CATS .727**
SDQ .515** .566**
.410*
L M
.688**
Note.
SCAS
= Spence
Children s
Anxiety Scale
(Spence, 1998 ; CATS =
Children s
Automatic Thoughts Scale (Schniering
Rapee, 2002); SDQ
Strengths
and Difficulties
QuestionnaireGoodman,
1997 ; LIM = Life
Interference Measure
(Lyneham,
Abbott, Rapee,
2003 . Dashes indicate
that
the
CATS
and
LIM
measures
were not
administered
to parents
of
adolescents in the
anxiety
disorders and nonclinical
groups.
p