Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.

<h4>Background</h4>Children on the autism spectrum are consistently reported to underachieve compared to ability. In typically developing children, anxiety is a strong predictor of poor school performance. Despite the high prevalence of anxiety disorders among children on the spectrum, t...

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Autores principales:	Dawn Adams, Stephanie Malone, Kate Simpson, Madonna Tucker, Ron M Rapee, Jacqui Rodgers, Deb Keen
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/2d0e4ddddf484b249d0e11554324f2d1
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spelling	oai:doaj.org-article:2d0e4ddddf484b249d0e11554324f2d12021-12-02T20:06:15ZProtocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.1932-620310.1371/journal.pone.0257223https://doaj.org/article/2d0e4ddddf484b249d0e11554324f2d12021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0257223https://doaj.org/toc/1932-6203<h4>Background</h4>Children on the autism spectrum are consistently reported to underachieve compared to ability. In typically developing children, anxiety is a strong predictor of poor school performance. Despite the high prevalence of anxiety disorders among children on the spectrum, the impact of their anxiety on academic achievement is under-researched. The main aim of this project is to determine the moderating role anxiety may have in the development of academic learning behaviours (academic enablers) in children on the spectrum. This project addresses a gap in knowledge about the possible associations between anxiety and academic achievement in children on the spectrum. Understanding these associations opens up the possibility of new intervention pathways to enhance academic outcomes through anxiety reduction/prevention.<h4>Methods</h4>This longitudinal study will aim to recruit 64 children on the spectrum aged 4-5 years and their parents. Information will be gathered from children, parents and teachers. Children will be randomly assigned to one of two conditions in order to experimentally manipulate anxiety levels in the sample: experimental (to receive an anxiety reduction/prevention program, N = 32) or control (no intervention/treatment as usual, N = 32). The primary outcome measures are child academic skills and enabling behaviours assessed using the Academic Competence Evaluation Scales and the WIAT-II. Anxiety will be assessed through parent and teacher report. Assessments will be conducted at baseline, post-experimental manipulation of anxiety, and within the first year of formal schooling. It is hypothesised that anxiety will moderate the relationship between autism characteristics and academic enablers.<h4>Dissemination</h4>Results will be disseminated through peer-reviewed manuscripts and conference presentations. Lay summaries will be provided to all participants and available on the research centre website.Dawn AdamsStephanie MaloneKate SimpsonMadonna TuckerRon M RapeeJacqui RodgersDeb KeenPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 9, p e0257223 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Dawn Adams Stephanie Malone Kate Simpson Madonna Tucker Ron M Rapee Jacqui Rodgers Deb Keen Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.
description	<h4>Background</h4>Children on the autism spectrum are consistently reported to underachieve compared to ability. In typically developing children, anxiety is a strong predictor of poor school performance. Despite the high prevalence of anxiety disorders among children on the spectrum, the impact of their anxiety on academic achievement is under-researched. The main aim of this project is to determine the moderating role anxiety may have in the development of academic learning behaviours (academic enablers) in children on the spectrum. This project addresses a gap in knowledge about the possible associations between anxiety and academic achievement in children on the spectrum. Understanding these associations opens up the possibility of new intervention pathways to enhance academic outcomes through anxiety reduction/prevention.<h4>Methods</h4>This longitudinal study will aim to recruit 64 children on the spectrum aged 4-5 years and their parents. Information will be gathered from children, parents and teachers. Children will be randomly assigned to one of two conditions in order to experimentally manipulate anxiety levels in the sample: experimental (to receive an anxiety reduction/prevention program, N = 32) or control (no intervention/treatment as usual, N = 32). The primary outcome measures are child academic skills and enabling behaviours assessed using the Academic Competence Evaluation Scales and the WIAT-II. Anxiety will be assessed through parent and teacher report. Assessments will be conducted at baseline, post-experimental manipulation of anxiety, and within the first year of formal schooling. It is hypothesised that anxiety will moderate the relationship between autism characteristics and academic enablers.<h4>Dissemination</h4>Results will be disseminated through peer-reviewed manuscripts and conference presentations. Lay summaries will be provided to all participants and available on the research centre website.
format	article
author	Dawn Adams Stephanie Malone Kate Simpson Madonna Tucker Ron M Rapee Jacqui Rodgers Deb Keen
author_facet	Dawn Adams Stephanie Malone Kate Simpson Madonna Tucker Ron M Rapee Jacqui Rodgers Deb Keen
author_sort	Dawn Adams
title	Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.
title_short	Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.
title_full	Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.
title_fullStr	Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.
title_full_unstemmed	Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.
title_sort	protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/2d0e4ddddf484b249d0e11554324f2d1
work_keys_str_mv	AT dawnadams protocolforalongitudinalstudyinvestigatingtheroleofanxietyonacademicoutcomesinchildrenontheautismspectrum AT stephaniemalone protocolforalongitudinalstudyinvestigatingtheroleofanxietyonacademicoutcomesinchildrenontheautismspectrum AT katesimpson protocolforalongitudinalstudyinvestigatingtheroleofanxietyonacademicoutcomesinchildrenontheautismspectrum AT madonnatucker protocolforalongitudinalstudyinvestigatingtheroleofanxietyonacademicoutcomesinchildrenontheautismspectrum AT ronmrapee protocolforalongitudinalstudyinvestigatingtheroleofanxietyonacademicoutcomesinchildrenontheautismspectrum AT jacquirodgers protocolforalongitudinalstudyinvestigatingtheroleofanxietyonacademicoutcomesinchildrenontheautismspectrum AT debkeen protocolforalongitudinalstudyinvestigatingtheroleofanxietyonacademicoutcomesinchildrenontheautismspectrum
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Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum.

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