• Christopher Lynch

High Anxiety in Children on the Autism Spectrum: 5 Reasons Why

Anxiety is a pervasive problem in Autism and this appears to be the case across the full age range including for children and adolescents.

Consider the following:

  • Children on the autism spectrum are more likely to suffer from anxiety with close to 40% having at least one diagnosable anxiety disorder (Van Steenel, Bögels, & Perrin, 2011)

  • Parents often report that the impact of anxiety in their children can be more substantial than the impact of autism itself. (Ozsivadjian, Knott, & Magiati, 2012)

  • Anxiety has been found to significantly contribute to and interact with sleep problems and challenging behavior in kids on the spectrum (Rzepecka, McKenzie, McClure, & Murphy, 2011)

These findings are consistent with my clinical experience as a child psychologist. Although anxiety is not listed as a core symptom of autism, it is often the prime reason why children on the spectrum are brought to my office.

Why do I need to find the cause of anxiety before treating it?

Knowing the factors that contribute to anxiety will lead you to the best solutions.

It’s sort of like having a car that’s making a funny sound. You need to find out what’s making the sound before going in and changing parts. The cause of the sound is going to lead you to the solution. Symptoms of anxiety are the ‘sounds’ that are telling you something is wrong. However, you need to find out what’s causing the anxiety before addressing it.

What causes so much anxiety in children on the autism spectrum?

Kids on the autism spectrum can be anxious for all of the reasons that any other kids can (school, family, health, and so on). However, I find that there are five factors related to autism that tend to show up again and again in the kids I work with. For this reason I call them my 5 Prime Suspects.

They are:

1) Cognitive Rigidity. People on the spectrum tend to process the world by details. This can be a wonderful strength (for example, for tasks requiring strong factual memory or attention to detail). However, processing by details rather than by context can create anxiety during times of change or transition. Without context, a child on the spectrum can be thrown off and confused when changes occur unexpectedly or when she has to move from one situation to another.

2) Sensory Sensitivities. Children on the spectrum have difficulty with regulating sensory input. Sensations that wouldn’t bother most kids may seem harsh to the child on the spectrum and this can result in high levels of distress. Sensitivities can occur with the traditional senses-hearing, sight, taste, touch, smell-but can also extend to other senses such as balance, temperature, and pain.

3) Communication Barriers. There is a high occurrence of speech and language processing disorders in autism. When not adequately accommodated for, these disorders can create frustration and anxiety in situations that place high demands on communication.

4) Social Challenges. Social situations can pose a number of challenges for kids on the spectrum. Difficulty with understanding social rules and nuances can create strain and anxiety; particularly in large, unstructured situations (think playground or birthday party).

5) Task Frustration. Kids on the autism spectrum have many talents. However, there are some areas where they may struggle in. Common areas of struggle include: fine motor skills, reading comprehension, and expressive writing. It’s not that kids on the spectrum can’t improve at these task (they certainly can). However, there may be times when they require additional supports and accommodations to reduce frustration and anxiety.

Determining which suspect (s) is responsible for anxiety

Identifying which of your suspects are responsible for anxiety takes some detective work. Ask these questions:

Where does my child display signs of anxiety?

When does my child show signs of anxiety?

Who is around when my child shows signs of anxiety?

What demands are being placed on my child when she seems anxious?

When is my child usually calmest?

The answers to these types of questions can lead to clues and hypotheses about which factors are driving your child’s distress. Bear in mind, that there is often more than one suspect contributing to your child’s anxiety at any given time.

From assessment to treatment planning

Thorough assessment leads to effective treatment planning.

Once you have your determined which suspects are causing anxiety, it’s time to plan and take action. The cause of your child’s anxiety will lead to you to the most appropriate solutions.

Some common solutions for each of the 5 suspects include:

Cognitive Rigidity: Prepare for upcoming changes, use visual supports to guide through transitions, maintain a reasonable degree of structure and consistency,

Sensory Sensitivities: Minimize harsh stimulation (for example, reduce noise, use natural lighting, stay away from strong smells), use tools and technology (for example, noise cancellation headphones, soft light, sound absorbing tiles). More sensory tips.

Communication Barriers: Use visual supports, add coping-related words and phrases to communication systems, use reduced language during times of distress

Social Challenges: Set up smaller, more structured social situations to boast confidence, practice social skills, assist with decoding social rules, work with others to increase acceptance. More on Social Situations.

Task Frustration: Provide accommodations to address areas of struggle, modify tasks to suit each child’s unique learning style, alternate frustrating tasks with easier tasks, provide with breaks from frustrating work

Additional strategies can be found in my anxiety management resources.


Anxiety is a pervasive problem for children on the autism spectrum. However, careful assessment of the causes of this anxiety can lead to effective strategies for relief.


Oszivadjian, A,, Knott, F., & Magiati, I. (2012). Parent and child perspectives on the nature of anxiety in children and young people with autism spectrum disorders: a focus group study, Autism, 16(2),107-121.

Rzepecka, H., McKenzie, K., Mc.Clure, I., & Murphy, S. (2011). Sleep, anxiety, and challenging behavior in children with intellectual disability and/or autism spectrum disorder. Research in developmental disabilities, 32 (6), 2758-2766.

Van Steensel, F. J., Bögels, S.M., & Perrin, S. (2011). Anxiety disorders in children and adolescents with autism spectrum disorders: a meta-analysis. Clinical child and family psychology review, 14 (3), 302.

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