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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

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Using Restricted Interests in Cognitive Behavioral Therapy for Children With Autism Spectrum Disorder: Results From a

Kirstin Birtwell¹, Rachel Goldin², Hannah Saro²

¹Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA kbirtwell@mgh.harvard.edu.

Journal of Cognitive Psychotherapy

|July 11, 2024

Summary

This study piloted a modified cognitive behavioral therapy (CBT) for children with autism spectrum disorder (ASD), showing it was feasible and acceptable. While not statistically significant, preliminary results suggest potential benefits in emotion regulation and social skills for ASD individuals.

Keywords:

autism and autism spectrum disorders cognitive behavioral therapy emo‍tion‍ ‍regu‍lation restricted interests technology

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Area of Science:

Neuroscience
Developmental Psychology
Clinical Psychology

Background:

Autism spectrum disorder (ASD) is characterized by deficits in social communication and emotion regulation.
Existing cognitive behavioral therapy (CBT) trials for ASD often exclude social communication and a broad range of emotional challenges.

Purpose of the Study:

To pilot a modified CBT program integrating social communication training and focusing on circumscribed interests for children with ASD.
To assess the feasibility, acceptability, and preliminary efficacy of this tailored CBT intervention.

Main Methods:

Forty school-aged children with ASD were randomized into a modified CBT group (n=20) or a waitlist control (WLC) group (n=20).
The intervention incorporated social communication skills and addressed emotion regulation within the child's specific interests.
Feasibility, acceptability, caregiver satisfaction, and changes in social skills and emotional dysregulation were assessed.

Main Results:

The modified CBT program was found to be feasible and acceptable, with high engagement and attendance.
Caregivers reported high satisfaction and noted qualitative improvements in social problem-solving and emotion identification.
No statistically significant differences were found between the CBT and WLC groups in primary outcomes, including social skills scores and the rate/duration of emotional dysregulation.

Conclusions:

This preliminary study indicates that a modified CBT approach is feasible, acceptable, and satisfactory for children with ASD and their caregivers.
While not statistically significant, the qualitative findings and trends in outcomes suggest potential benefits warranting further investigation.
Future trials should consider larger sample sizes and refined measurement tools to confirm efficacy in improving social communication and emotion regulation in ASD.