Students with Autism Spectrum Disorder (ASD) are supported in a variety of ways in the school settings, including social and emotional learning supports. It is well-established in the research literature that anxiety disorders often co-occur in youth with ASDs (van Steensel, Bogels, & Perrin, 2011). To date, the most promising intervention for treating anxiety in individuals with ASD is Cognitive-Behavioral Therapy (CBT; Storch et al., 2013). There is evidence suggesting that mindfulness-based interventions may also decrease anxiety symptoms in children and adolescents (Beuchmein, Hutchins, & Patterson, 2008), however, there is no single case study to date demonstrating this effect among youth with ASD. In recent years, Mindfulness-Based interventions (MBIs) in schools have increased in popularity. One mindfulness intervention that has been shown to be effective is compassion meditation. The purpose of this study was to evaluate the effectiveness of a compassion based meditation program on self-report measures of anxiety via a multiple baseline across participants design.
|Advisor:||McKenney, Elizabeth L.|
|Commitee:||Fuchs, Wendy W., Jewell, Jeremy D.|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 56/05M(E), Masters Abstracts International|
|Keywords:||Anxiety, Autism spectrum disorders, Mindfulness, Single case design|
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