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Updated: May 14, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
Published on: July 31, 2017
Daily living skills in school-age children with and without anxiety disorders
Amy Drahota1, Lindsey Sterling, Wei-Chin Hwang
1Department of Psychology, San Diego State University, California, USA. adrahota@projects.sdsu.edu
Objective:
Anxiety may interfere with school-age children's independent behaviour and hence, their daily living skills (DLS). Nonetheless, this has not been tested in previous studies of children with clinical anxiety.
Method:
This study compared two groups of age-, gender-, and ethnicity-matched children with and without anxiety disorders (N = 60), testing the association of anxiety disorders with a lack of independence in DLS.
Results:
Anxiety disorders are significantly associated with less mastery of DLS. Age moderated this effect for children with anxiety disorders; older children were more negatively impacted by anxiety disorders than younger children.
Conclusions:
Anxiety disorders may negatively impact children's independence in DLS. As children transition from mid- to late childhood - a period normally marked by increasing independence - this effect may grow in magnitude.
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