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Anxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism

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dc.contributor.authorCapriola-Hall, Nicole M.
dc.contributor.authorBrewe, Alexis M.
dc.contributor.authorGolt, Josh
dc.contributor.authorWhite, Susan W.
dc.date.accessioned2025-08-30T19:35:59Z
dc.date.available2025-08-30T19:35:59Z
dc.date.issued2021
dc.descriptionAuthor Accepted Manuscript
dc.description.abstractYoung adults with autism spectrum disorder (ASD) experience increased rates of anxiety and depression which can impact academic success. The Stepped Transition in Education Program for Students with ASD (STEPS) applies cognitive-behavioral principles to help young adults with ASD improve their adjustment to postsecondary education. We aimed to determine if STEPS had an effect on anxiety and depression. Treatment-seeking adults with ASD (n = 32; Mage = 19.74) were randomized to STEPS or transition as usual (TAU; i.e., waitlist control group). STEPS participants evinced significantly greater declines in depressive symptoms from pre-treatment to post-treatment compared to the waitlist. Anxiety symptoms did not significantly change. Results suggest that transition support for young people with ASD may improve mental health.
dc.description.sponsorshipThis project was funded by the National Institute of Mental Health, Grant R34MH104337 [PI: White].
dc.format.mimetypeapplication/pdf
dc.identifier.citationCapriola-Hall, N.N., Brewe, A.M., Golt, J., & White, S.W. (2020). Anxiety and depression reduction as distal outcomes of a college transition readiness program for adults with autism. Journal of Autism and Developmental Disorders, 51, 298-306. doi: 10.1007/s10803-020-04549-6
dc.identifier.doi10.1007/s10803-020-04549-6
dc.identifier.issn1573-3432
dc.identifier.urihttps://ir.ua.edu/handle/123456789/16873
dc.language.isoen_US
dc.publisherSpringer
dc.subjectAutism Spectrum Disorder
dc.subjectDepression
dc.subjectAnxiety
dc.subjectIntervention
dc.subjectEmerging
dc.subjectAdults
dc.titleAnxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism
dc.typeArticle
publicationvolume.volumeNumber51

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