Identifying Anxiety in Children and Adolescents with Autism and Intellectual Disability in the Community

Research has provided little insight into mental illness for
half the autistic population, namely those with intellectual
disability (ID). Developing interventions for anxiety is a
priority for the autism community but progress has focused
on autism (ASD) without ID. This project seeks to identify
anxiety in autistic children with ID, who may have few or
no spoken words. Use of a participatory research
methodology will ensure its relevance to the needs of
children with ASD+ID.
The project asks: What non-verbal behaviours and physical
arousal patterns are associated with anxiety? What is the
relationship between autistic traits-such as
communications abilities, repetitive behaviours, restricted
interests and sensory sensitivities-and high levels of
anxiety? And, what family and wider environmental factors
differentiate children with situation-specific from those
with pervasive anxiety?
Focus groups and interviews will be conducted with
parents, educators and therapists to better understand and
document ASD+ID behaviours. Short-term and long-term
arousal data, observed behaviours as well as reports on the
children's autistic traits and environments will be analysed.
The results will yield insight that may enable researchers
and lay community members to better identify as well as
understand the non-verbal expressions of and contexts
associated with anxiety. The results may also point
towards anxiety interventions that may be appropriate for
children with ASD+ID.