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COGNITIVE-BEHAVIORAL GROUP THERAPY FOR ADOLESCENTS WITH HIGH-FUNCTIONING AUTISM SPECTRUM DISORDERS AND ANXIETY: A PILOT STUDY Reaven, J., Zapapas, L., Ridge, K., Hepburn, S., & Blakeley-Smith, A. JFK Partners The University of Colorado at Denver and Health Sciences Center, Department of Psychiatry ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Table 3. Examples of application of treatment adaptations for ASD (Hurley, 1998) as applied to the Face Your Fears manual Table 2. Modifications of critical elements of Coping Cat CBT for children and adolescents with ASD Parents remain an essential part of the adolescent group, especially when working on hierarchies and exposure Parents are an essential element of the intervention and participate in all sessions with their child; homework focuses on rehearsal of concepts and practicing facing fears using an exposure hierarchy Involve caregivers Adolescents generated their own relaxation techniques which were filmed as an instructive video; various artistic media were available Activities vary and stimulate learners of various information processing styles; e.g., participants collaborate to make a movie of a child facing his/her fear with the help of a coach Flexible methods Stories and games are eliminated and group brainstorming is used; video and artistic activities remain; group discussion used instead of individual problem-solving Sessions include drawing, drama, story time, and/or photography, and sessions include many games and playful activities Activities Lists are used, but adolescents are encouraged to add their own items; verbal or written examples replace visual images (used with younger population) Concrete, visual stimuli (e.g., multiple choice lists) are used to illustrate concepts; non-language based activities are included in curriculum and can substitute for language-based activities Language Modifications for Adolescents with ASD-Face Your Fears Modifications for Children with ASD-Face Your Fears Suggested Adaptation Types (Hurley, 1998) ,[object Object],[object Object],Self-evaluation and reward ,[object Object],[object Object],Homework– Show-That-I-Can (S-T-I-C) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Graded exposure tasks using role play, imagery/tage-a-long activities, and in vivo practice ,[object Object],[object Object],[object Object],Relaxation and other somatic management strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Modifications for Adolescents with ASD-Face Your Fears Modifications for Children with ASD- Face Your Fears (Reaven et al. 2005) Critical Elements-Coping Cat (Kendall, 2000)

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