Family Functioning in Families of Children with Anxiety and Autism Disorders

A new study has shed light on the complex interactions between family functioning, anxiety disorders, and autism spectrum disorders (ASD). Researchers at Leiden University examined the dynamics of families with children who have anxiety disorders with and without autism, as well as typically developing children. The study involved 264 children aged 7-18 years and their parents, who completed the Family Functioning Scale to assess relational functioning and system maintenance.

Key Takeaways:

• Families of children with both anxiety disorders and ASD reported lower relational functioning and higher system maintenance than controls, with system maintenance being higher in these families than in the anxiety-only group.
• Cognitive behavioral therapy did not improve family functioning in either clinical group, nor did pre-treatment family functioning predict anxiety reductions.
• Families of children with both anxiety and ASD showed poorer family functioning than both other groups.
• The study suggests that the challenges faced by families of children with both anxiety and ASD may stem from the co-occurrence of these conditions or be specific to ASD.
• The research highlights the importance of examining the complex interactions between family functioning, anxiety disorders, and autism spectrum disorders.

Statistics:

• 264 children aged 7-18 years were involved in the study.
• 251 mothers and 172 fathers participated in the study.
• 95 children with anxiety disorders without ASD were included in the study.
• 79 children with both anxiety disorders and ASD were included in the study.
• 90 typically developing children were included in the study.
• The Family Functioning Scale was used to assess relational functioning and system maintenance.

Sources:

• "Family Functioning in Families of Children with an Anxiety Disorder, with and without Autism Spectrum Disorder." Journal of Autism and Developmental Disorders, 2025.
• Leiden University, Institute of Psychology, Dept. of Developmental and Educational Psychology.
• Annelieke Hagen, Anke M. Klein, Susan M. Bogels, and Bonny F. J. A. van Steensel.