Developmental Paths to Anxiety in an Autism-Enriched Infant Cohort: The Role of Temperamental Reactivity and Regulation
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ORIGINA LPAPER
Developmental Paths to Anxiety in an Autism‑Enriched Infant Cohort: The Role of Temperamental Reactivity and Regulation Mutluhan Ersoy1 · Tony Charman1 · Greg Pasco1 · Ewan Carr2 · Mark H. Johnson3,4 · Emily J. H. Jones3 · The BASIS Team
© The Author(s) 2020
Abstract The aim of this study was to explore the associations between temperamental reactivity and regulation and the emergence of anxiety traits in a longitudinal sample of infants enriched for later ASD. Parents of 143 infants who were at high- and low-risk for ASD rated their child’s temperament traits when they were 9, 15 and 24 months old; they rated anxiety and ASD traits when they were 36 months old. The findings suggest that behavioural inhibition may be an early predictor of later anxiety in children with and without ASD and that lower levels of effortful control in children who later develop ASD may contribute to the higher expression of anxiety within this population. Keywords Autism spectrum disorder · Anxiety · Temperament · Reactivity · Regulation · High-risk
Introduction Diagnostic criteria for ASD encompass two core symptom domains: social communication difficulties and the presence of restricted and repetitive behaviours and sensory anomalies (American Psychiatric Association 2013). In addition to these core symptoms, a range of other mental health difficulties co-exist with ASD (e.g., Salazar et al. 2015; Simonoff The members of the study BASIS Team group are listed in acknowledgement section. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10803-020-04734-7) contains supplementary material, which is available to authorized users. * Mutluhan Ersoy [email protected] 1
Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, 16 De Crespigny Park Denmark Hill, London SE5 8AF, UK
2
Department of Biostatistics and Health Informatics, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, UK
3
Centre for Brain and Cognitive Development, Birkbeck College, University of London, London, UK
4
Department of Psychology, University of Cambridge, Cambridge, UK
et al. 2008). Anxiety is the most highly co-occurring conditions and between 40 and 70% of individuals with ASD present with at least one clinically elevated anxiety problem (Salazar et al. 2015; Simonoff et al. 2008; van Steensel et al. 2011). This rate is substantially higher than the prevalence estimate of 27% for anxiety problems in the general child population (Costello et al. 2005). At a trait level, children with ASD tended to score higher on anxiety measures compared to their typically developing (TD) peers (Bellini 2004) and children with attention deficit hyperactivity disorder (Guttmann-Steinmetz et al. 2010; van Steensel and Heeman 2017). Co-occurring anxiety and ASD symptoms may exacerbate each other and amplify the difficulties that children with ASD experience. For example, difficulties in social interaction may increas
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