Students with ASD frequently experience anxiety disorders as a co-occurring condition (Kent and Simonoff in Anxiety Child Adolesc Autism Spectr Disord. https://doi.org/10.1016/b978-0-12-805122-1.00002-8, 2017). Symptoms related to anxiety disorders affect students with ASD in a variety of domains, including academic performance, inclusion opportunities within school, daily living activities, and social relationships. Although still an emerging field, research suggests that the implementation of mindfulness therapy (MT) and practice holds promise for addressing anxiety among students with ASD (Cachia in Autism Paradig Recent Res Clin Appl. https://doi.org/10.5772/65394, 2017). The ideas outlined in this manuscript can assist school personnel and parents in building a high quality mindfulness based program for students with ASD and anxiety disorders.

患有自闭症的学生经常会同时出现焦虑症（肯特和西蒙诺夫的焦虑症儿童自闭症自闭症谱系障碍.https：//doi.org/10.1016/b978-0-12-805122-1.00002-8，2017）。与焦虑症相关的症状会在各个领域影响自闭症学生，包括学业成绩，学校内的融入机会，日常生活活动和社会关系。尽管仍是一个新兴领域，但研究表明，正念疗法（MT）和实践的实施有望解决ASD学生的焦虑症（自闭症范例研究最近的Cachia应用，https：//doi.org/10.5772/65394， 2017）。本手稿中概述的思想可以帮助学校人员和家长为患有ASD和焦虑症的学生建立高质量的正念计划。