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Verbal Ability and Worry in Children with Autism Spectrum Disorder

Thursday, May 12, 2016: 5:30 PM-7:00 PM
Hall A (Baltimore Convention Center)
P. Renno1, J. J. Wood1, J. Danial2, S. E. Whitham3, S. Klebanoff4 and K. Zielinski5, (1)University of California Los Angeles, Los Angeles, CA, (2)UCLA, Woodland Hills, CA, (3)University of California, Los Angeles, Los Angeles, CA, (4)Education, UCLA, Los Angeles, CA, (5)University of California Los Angeles, Hermosa Beach, CA
Background: Recent reports suggest anxiety disorders co-occur in 40% of children with autism spectrum disorder (ASD; van Steensel et al., 2011); however, the relation between anxiety and ASD is still being examined. The literature suggests several factors, such as cognitive ability and functional language, which may be related to greater anxiety and worry in children with ASD (Sukhodolsky et al., 2008). While some studies have found anxiety to be more common in children with ASD and average to high intellectual abilities (Sukhodolsky et al., 2008), other studies have found anxiety to be more prevalent in children with ASD and lower intellectual abilities (van Steensel et al., 2011).   

Objectives: The current study aimed to investigate the relation between anxiety symptoms, cognitive ability, and verbal fluency in children with ASD. 

Methods: Participants were 65 children with ASD (IQ > 70), aged 8-13.  Cognitive ability was assessed with the Wechsler Intelligence Scale for Children-IV (WISC-IV) and verbal fluency was assessed with the Delis-Kaplan Executive Function System (D-KEFS). A parent-report of anxiety symptoms (Child & Adolescent Symptom Inventory-4) was also collected.  

Results: Correlational analyses indicated strong relations between verbal fluency and the CASI-4R generalized anxiety subscale (r = 0.411, p < 0.01) and the CASI-4R 20-item anxiety subscale (r = 0.371, p < 0.01). Additionally, verbal scores on the WISC-IV were significantly correlated with the CASI-4R generalized anxiety subscale (r = 0.362, p < 0.01). 

Conclusions: These findings suggest that in youth with ASD and IQ > 70, higher verbal ability is associated with greater anxiety and generalized worry. These results suggest that children with ASD who have strong verbal skills may be more susceptible to verbally-based types of anxiety and preservative thought. Future research should continue to look at other factors, (e.g., impaired executive functioning) which may be related to increased risk of anxiety in youth with ASD.

See more of: Medical and Psychiatric Comorbidity
See more of: Medical and Psychiatric Comorbidity