Ignorance is bliss? Stress knowledge transmitted to youth on the autism spectrum

• In Event: Psychosocial and Sexual Wellbeing among Youth with Developmental Disabilities

Abstract

Background: The ongoing COVID-19 pandemic is an additional stressor which has significantly impacted the mental health of youth from the general and the autistic population. Because of pre-existing vulnerability to stress, youth on the autism spectrum may be more at risk of encountering mental health problems in present times. To prevent the consequences of stress, we implemented the De-stress for Success© program within eight schools in the province of Québec with the objective of sharing scientifically valid knowledge on stress and coping strategies with autistic students.
Methods: We proceeded with between-subject analyses of repeated measures. Before attending the five workshops (T1), 1 week after the end of the program (T2) and 5 weeks later (T3), 59 autistic students (M = 14.5, SD =1.16; 10 girls), their parents and their teachers completed the Behavior Assessment System for Children (Reynolds et Kamphaus, 2015).
Results: Parents and teachers perceived a positive impact on problematic behaviours (e.g. anxiety F(17)=4.92, p <.05; withdrawal F(40) = 5.44, p <.05 respectively). Teachers also perceived improvement in adaptive skills F(40) = 14.06, p <.001). However, the students perceived an increase in anxiety at T2 (F(37) = 3.96, p <.05) and attention problems (F(37) = 4.2, p <.05). Means at T3 returned to baseline values.
Conclusions: Stress knowledge transmission seems to have increased youth’s perceived anxiety immediately after the end of the workshops, which drops back to baseline later. Ongoing analyses of other studied variables, notably of salivary cortisol, perceived stress and COVID-19 related interviews, may deepen the understanding of this puzzling result

Authors

• Edith Dubé, Universite du Québec en Ouataouais
  Presenting Author

• Noémie Desaulniers

• Karine Bapte, Universite du Quebec en Outaouais

• Jeanne Sauvé

• Jasmine Sainte-Marie

• Ghizlène Sehabi

• Rima Aissat

• Stephanie M Fecteau, Université du Québec en Outaouais (UQO)