APA
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Reaven, J., Cosgrove, K. T., Losh, A., Nickles, S., Kerns, C. M., Pickard, K., … Boles, R. E. (2025). Facing your fears in schools: using the ADIS/ASA to characterize anxiety and intervention outcomes in students with autism or suspected autism. Frontiers in Psychiatry.
Chicago/Turabian
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Reaven, J., Kelly T. Cosgrove, Ainsley Losh, Sarah Nickles, Connor M. Kerns, Katherine Pickard, Audrey Blakeley-Smith, et al. “Facing Your Fears in Schools: Using the ADIS/ASA to Characterize Anxiety and Intervention Outcomes in Students with Autism or Suspected Autism.” Frontiers in Psychiatry (2025).
MLA
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Reaven, J., et al. “Facing Your Fears in Schools: Using the ADIS/ASA to Characterize Anxiety and Intervention Outcomes in Students with Autism or Suspected Autism.” Frontiers in Psychiatry, 2025.
BibTeX Click to copy
@article{j2025a,
title = {Facing your fears in schools: using the ADIS/ASA to characterize anxiety and intervention outcomes in students with autism or suspected autism},
year = {2025},
journal = {Frontiers in Psychiatry},
author = {Reaven, J. and Cosgrove, Kelly T. and Losh, Ainsley and Nickles, Sarah and Kerns, Connor M. and Pickard, Katherine and Blakeley-Smith, Audrey and Hayutin, Lisa and Meyer, Allison T. and Middleton, Caitlin and Reyes, Nuri M. and Boles, Richard E.}
}
Background Autistic youth are at higher risk of developing anxiety compared to their peers, with as many as 40% experiencing clinical anxiety. Emerging research suggests that these rates are an underestimate as distinct presentations of anxiety (e.g., fear of change, idiosyncratic fears) are often not recognized. CBT is a well-established approach for managing anxiety in autistic youth, but many have difficulty accessing these interventions. School-based CBT programs, like Facing Your Fears in Schools (FYF-S), have shown effectiveness in reducing anxiety in autistic students and may increase access to care. The Anxiety and Related Disorders Interview Schedule for DSM-5 with Autism Spectrum Addendum is a semi-structured interview that captures both DSM-5 and distinct presentations of anxiety. This study aimed to: 1) characterize a subsample of students with autism or suspected autism and anxiety and 2) examine effectiveness of FYF-S using the ADIS/ASA. Methods This study utilized a subsample of students (N=37; ages 7-14) from a larger Type 1 hybrid-effectiveness trial who had either autism or suspected autism. Students were randomized to either FYF-S or Usual Care (UC). Caregivers completed the ADIS/ASA at baseline and post-intervention. The ADIS/ASA was administered by clinicians rigorously trained to reliability and masked to condition. Results Students had both DSM-5 and distinct anxiety diagnoses at Time 1. Further, students in FYF-S demonstrated significant reductions in anxiety compared to UC, as evidenced by fewer anxiety diagnoses overall and significant improvement in total anxiety. Conclusion This is the first school-based study using the ADIS/ASA to characterize anxiety and measure outcomes in autistic students. Overall, results indicate that FYF-S may be a promising school-based intervention for autistic youth. Clinical trial registration https://clinicaltrials.gov/study/NCT03685474, identifier NCT03685474.