A Cognitive-Behavioral Intervention for Children with Autism Spectrum Disorders

描述（由候选人提供）：我正在申请指导研究科学家发展奖（K 01）计划，以促进我作为一个独立科学家的成长。我获得这个奖项的目标是获得我需要的高级培训，为自闭症谱系障碍（ASD）儿童的社会技能干预制定循证治疗手册，并随后申请R 01在临床试验中测试这些干预措施。患有ASD的儿童和青少年在认知上“高功能”，除了社交互动的核心障碍外，还经常出现焦虑症状。这种焦虑会干扰他们融入主流学术环境的能力，破坏他们在自然同伴环境中使用适当的社交技能，并阻碍他们的整体发展。因此，焦虑可以被视为加重了谱系障碍固有的社交障碍，阻止了原本有能力的儿童从针对社交技能发展的干预措施中获得最大益处。K 01职业发展目标将使我获得更多的指导，指导和经验：（1）ASD和儿童焦虑的评估和治疗;（2）心理治疗手册的设计;（3）适合设计和进行心理干预随机对照试验的方法和统计技术;（4）负责任和道德的研究行为。这些培训目标与我的研究计划直接相关，其最终目标是为ASD儿童制定一个基于证据的有效治疗计划，目标是社会技能发展和焦虑减少。本研究的目的是：（1）开发一个alpha版本的治疗手册，解决自闭症学龄儿童和青少年的社会技能发展和共同发生的焦虑;（2）试点战略，包括治疗手册与一小组（n=5）的儿童，以完善干预策略和交付;（3）对24例ASD合并焦虑症患儿进行结构化手法治疗的短期疗效和可行性的初步研究;及（4）发展拨款申请，以进行更大规模的治疗课程成效研究。通过这个培训和研究计划，我将能够很好地进行独立的调查，旨在将对高功能ASD儿童的焦虑和社会障碍的经验理解转化为新的治疗方法。

DESCRIPTION (provided by candidate): I am applying for the Mentored Research Scientist Development Award (K01) program to promote my growth as an independent scientist. My goal with this award is to obtain the advanced training I need to develop an evidence-based treatment manual for a social skills intervention for children with autism spectrum disorders (ASD), and subsequently apply for an R01 to test these interventions in clinical trials. Children and adolescents with ASD who are cognitively 'high-functioning' frequently present with symptoms of anxiety, in addition to the core impairment in social interaction. This anxiety can interfere with their ability to integrate into mainstream academic environments, undermine their use of appropriate social skills in natural peer contexts, and impede their overall development. Thus, anxiety can be seen as compounding the social disability inherent in spectrum disorders, preventing otherwise able children from reaping the maximum benefit from interventions targeting social skill development. The K01 career development aims will allow me to gain additional instruction, mentoring and experience in: (1) assessment and treatment of ASD and childhood anxiety; (2) the design of psychosocial treatment manuals; (3) methods and statistical techniques appropriate for the design and conduct of randomized controlled trials of psychosocial interventions; and (4) responsible and ethical conduct of research. These training objectives relate directly to my research plan, the ultimate goal of which is to develop an evidence-based, efficacious treatment program for children with ASD that targets social skill development and anxiety reduction. The aims of this research are: (1) to develop an alpha version of a treatment manual that addresses social skill development and co-occurring anxiety in school-age children and adolescents with ASD; (2) to pilot strategies comprising the treatment manual with a small group (n=5) of children to refine intervention strategies and delivery; (3) to collect preliminary data on the short-term efficacy, as well as feasibility, of this structured manual-based treatment in a sample (n=24) of children with ASD complicated by anxiety; and (4) to develop a grant application to conduct a larger scale efficacy study of the treatment curriculum. Through this training and research plan, I will be well-positioned to carry out independent investigations designed to translate an empirical understanding of anxiety and social disability in children with high-functioning ASD into novel treatment approaches.