Research investigating anxiety in children on the autism spectrum usually reports caregiver rather than self‐report perspectives. This study aimed to document children's own descriptions of their anxiety symptomatology by combining profiles on a standardized autism‐specific self‐report measure of anxiety (ASC‐ASD‐C) with the answers from closed‐ and open‐answer questions about anxiety across home, school, and community settings. Across the sample of 113 children on the spectrum aged 6–14 years, the two most frequently endorsed items on the ASC‐ASD‐C were from the Uncertainty and Performance Anxiety subscales, and the least endorsed were both from the Anxious Arousal subscale. Almost all (96.5%) of the children on the spectrum reported experiencing anxiety in at least one setting, with 40.7% reporting anxiety in all three contexts (home, school, and community). Approximately half of the sample felt their anxiety goes unrecognized by others at school and almost 60% felt it was unrecognized by others when out in the community. The proportion of children reporting having someone to help reduce their anxiety differed across home (86%), school (76%), and community (45%) settings. This highlights the importance of understanding anxiety and its impact, not only within the context of autism but also for each particular child. Autism Res 2020, 13: 603–614. © 2019 International Society for Autism Research, Wiley Periodicals, Inc.

中文翻译：

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通过自闭症儿童的自我报告探索家庭，学校和社区中的焦虑。

研究自闭症儿童焦虑症的研究通常是照料者而不是自我报告的观点。这项研究旨在通过结合针对自闭症的标准自我报告性焦虑测评（ASC-ASD-C）的概况以及家庭中关于焦虑症的封闭式和开放式问题的答案，来记录儿童自己对焦虑症症状的描述，学校和社区设置。在6-14岁的113位儿童样本中，ASC-ASD-C上最常被认可的两个项目来自不确定性和表现焦虑子量表，而被认可最少的则来自焦虑性子量表。频谱上的几乎所有儿童（96.5％）都报告至少在一种情况下感到焦虑，其中40.7％的儿童在所有三种情况下（家庭，学校，和社区）。大约一半的样本感到自己的焦虑在学校中未被其他人认可，而近60％的人则在社区中时被他人无法识别。报告说有人帮助减轻焦虑的孩子比例在家庭（86％），学校（76％）和社区（45％）中有所不同。这突出了理解焦虑的重要性及其影响，不仅在自闭症的背景下，而且对于每个特定的孩子。Autism Res 2020，13：603-614。©2019国际自闭症研究会，Wiley Periodicals，Inc.