Anxiety is the most common co-occurring condition in children on the autism spectrum but the potential impacts of anxiety on social and academic outcomes of children on the autism spectrum have not been systematically examined. In this review, 50 studies were identified that explore the relationship between anxiety and scores on social or academic measures in children on the autism spectrum. Social competence was frequently measured, and the findings of these studies were mixed. While other social constructs have received little attention, associations were found between anxiety and victimisation, and anxiety and social relationships. Only three studies focused on the impact of anxiety on scores on academic measures, highlighting the need for further research in this area. Anxiety was most frequently measured using subscales from broader behavioural instruments, which may not capture the range of anxiety symptoms of children on the autism spectrum. Future studies that include multi-informant methodologies and proportional representation of females and children with intellectual disability will further knowledge of the impact of anxiety in children on the spectrum.

焦虑是自闭症谱系儿童中最常见的共病状况，但尚未系统研究焦虑对自闭症谱系儿童社交和学业成果的潜在影响。在这篇综述中，确定了 50 项研究，这些研究探讨了自闭症谱系儿童的焦虑与社交或学业测量分数之间的关系。社会能力经常被测量，这些研究的结果是混合的。虽然其他社会结构很少受到关注，但在焦虑和受害以及焦虑和社会关系之间发现了关联。只有三项研究关注焦虑对学业测量分数的影响，突出了在该领域进行进一步研究的必要性。焦虑最常使用来自更广泛的行为工具的分量表来衡量，这些分量表可能无法涵盖自闭症谱系儿童的焦虑症状范围。未来的研究包括多信息方法论和智障女性和儿童的比例代表，将进一步了解儿童焦虑对频谱的影响。