The diagnosis of autism spectrum disorder (ASD) has evolved greatly since Asperger's day. And as our clinical understanding of this spectrum of disorders has grown, so has recognition of the connections between anxiety disorders and ASDa welcome development, but also a source of confusion for many in the field.

The Handbook of Autism and Anxiety brings together leading experts to explain this comorbidity, the diagnostic similarities and differences between the two disorders and the extent to which treatment for each can be coordinated for optimum results. Focusing on repetitive behaviors, social difficulties and fears as core components of anxiety disorders as well as ASD, contributors discuss specific symptoms in depth to aid in diagnosis. Assessment and treatment issues relevant to the autism-anxiety connection are considered in clinical and school contexts. And an especially timely conclusion details how key changes in the DSM-5 affect the diagnosis and conceptualization of each disorder.

Key topics addressed in the Handbook include:

• Phenotypic variability in ASD: clinical considerations.
• Etiologic factors and transdiagnostic processes.
• Social worries and difficulties: autism and/or social anxiety disorder?
• Implementing group CBT interventions for youth with ASD and anxiety in clinical practice.
• Autism and anxiety in school settings.

• DSM - 5 and autism spectrum disorder.
  The Handbook of Autism and Anxiety is an essential resource for researchers, clinicians/professionals and graduate students in child and school psychology, psychiatry, social work, education, clinical counseling and behavioral therapy.

  Synthesizes the research base on ASD and anxiety from international experts across interrelated disciplines Creates a bridge to the DSM-5 and its effects on the future of research and practice Examines trends in assessment, diagnosis, and treatments within the context of the complex etiology of ASD and anxiety disorders Reviews the history of ASD and analyzes how DSM-5 is likely to affect ASD diagnoses in the future Includes supplementary material: sn.pub/extras

  Autorentext

Thompson E. Davis III, Ph.D., is an Associate Professor of Clinical Psychology and Director of the Psychological Services Center at Louisiana State University in Baton Rouge. He is the author or co author of numerous publications and is an associate editor of Research in Autism Spectrum Disorders and Research in Developmental Disabilities and serves on the editorial boards of the Journal of Anxiety Disorders, Behavior Therapy, the Journal of Psychopathology and Behavioral Assessment, and Clinical Child and Family Psychology Review . His research and clinical interests focus on anxiety disorders (particularly anxiety in children and specific phobias in children and adults) and the intersection of autism and anxiety.

Susan W. White, Ph.D., is an Associate Professor of Clinical Psychology at Virginia Tech in Blacksburg. She has published widely in the area of psychiatric comorbidity in people with ASD, on both assessment and treatment andshe has directed several open and randomized clinical trials in this area. Clinically, she directs a child assessment clinic that specializes in evaluation of suspected neurodevelopmental disorders, co-directs the VT Autism Clinic and leads a support group for adults with ASD as well as supervises a group for college students on the spectrum. In addition to her research work, she is also a psychologist in private practice.

Thomas H. Ollendick, Ph.D., is University Distinguished Prof

essor in Clinical Psychology and Director of the Child Study Center at Virginia Polytechnic Institute and State University, Blacksburg. He is the author or co-author of numerous research publications, book chapters and books. He is the founding Co-Editor of Clinical Child and Family Psychology Review and the immediate past editor of Behavior Therapy and the Journal of Clinical Child and Adolescent Psychology . The recipient of several NIMH grant awards, his clinical and research interests range from the study of diverse forms of child psychopathology to the assessment, treatment and prevention of these child disorders from a social learning/social cognitive theory perspective.

Inhalt
Foreword; Simon Baron-Cohen .- Preface; Thompson E. Davis III, Susan W. White and Thomas H. Ollendick .- PART I: INTRODUCTION AND OVERVIEW .- Chapter 1. The History of Autism: From Pillar to Post; Lawrence Scahill, Elizabeth Turin, and Andrea Nichole Evans .- Chapter 2. Phenotypic Variability in Autism Spectrum Disorder: Clinical Considerations; Luc Lecavalier .- Chapter 3. Anxiety Disorders; Peter Muris .- Chapter 4. Other Disorders Frequently Comorbid with Autism; Marie Nebel-Schwalm and Julie Worley .- Chapter 5. Anxiety Assessment and Treatment in Typically Developing Children; Laura Seligman, Erin Swedish and Ellen Flannery-Schroeder .- Chapter 6. Autism and Anxiety: Overlap, Similarities and Differences; Connor M. Kerns and Philip C. Kendall .- Chapter 7. Autism and Anxiety: Etiologic Factors and Transdiagnostic Processes; Carla A. Mazefsky and John Herrington .- PART II: AUTISM SPECTRUM DISORDER AND SPECIFIC ANXIETY DISORDERS .- Chapter 8. Obsessions, Compulsions, and Repetitive Behavior: Autism and/or OCD?; Monica S. Wu, Brittany M. Rudy, and Eric A. Storch .- Chapter 9. Social Worries and Difficulties: Autism and/or Social Anxiety Disorder?; Susan W. White, Amie R. Schry, and Nicole L. Kreiser .- Chapter 10. Fear: Autism and/or Specific Phobia?; Thompson E. Davis III and Thomas H. Ollendick .- PART III: ASSESSMENT AND TREATMENT .- Chapter 11. Behavioral Assessment and Treatme

nt for Anxiety for those with Autism Spectrum Disorder; *Louis Hagopian and Heather Jennett* .- Chapter 12. Treating Transdiagnostic Processes in ASD: Going Beyond Anxiety; *Kate Sofronoff, Renae Beaumont, and Jonathan Weiss* .- Chapter 13. Bridging the Research to Practice Gap in Autism Research: Implementing Group CBT Interventions for Youth with ASD and Anxiety in Clinical Practice; *Judy Reaven, Audrey Blakeley-Smith, and Susan Hepburn* .- Chapter 14. Autism and Anxiety in  School; *Christopher Lopata and Marcus L. Thomeer* .- **PART IV: IMPLICATIONS AND FUTURE DIRECTIONS** .- Chapter 15. Commentary I: The Evolution of Autism as a Diagnostic Concept: From Kanner to DSM-5; *Fred Volkmar and Brian Reichow* .- Chapter 16. Commentary II: DSM-5 Criteria for ASD: Research Review and Commentary; *James McPartland and Geraldine Dawson* .- Chapter 17. Commentary III: DSM-5 and Autism Spectrum Disorder; *Catherine Lord and Katherine Gotham* . <p