Abstract
BACKGROUND: Anxiety is one of the most common accompanying symptoms in people with autism spectrum disorder (ASD), and may compound the difficulties they experience in social inclusion. 
 
 OBJECTIVE: Review of methods and programs that have been developed for the management of anxiety symptoms in individuals with ASD, to help them cope with their social environment, and in particular, school.
 
 METHODS: A search for papers published from the 1980s to 2017 was made in PubMed and in the official websites of the US Food and Drug Administration (FDA), the American Association of Anxiety and Depression, UCLA PEERS, Sutherland House School and Autism Speaks, and in the US National Institute of Health (NIH) publications. In addition, other resources were found in the library of the University of Macedonia and the Greek National Research Foundation. 
 
 RESULTS: The search revealed papers on anxiety in ASD and its treatment, and three reports of training programs that had been developed specifically for enhancement of the inclusion of people with ASD and anxiety. The papers were reviewed with a view to identifying the components that decrease anxiety and have long-term effects in curtailing social exclusion. Programs incorporating a variety of methods, including intervention in the school curriculum, development of CBT and other psycho-social approaches and promotion of family support, can all increase awareness of anxiety stimuli and lead to successful and sustained management of anxiety symptoms and enhanced social inclusion. Assessment of anxiety in children and young people with ASD is imperative, and efficacy of the intervention needs to be evaluated using evidence-based measurement. 
 
 CONCLUSION: Intervention programs based on recognition and management of anxiety symptoms can increase the possibilities for adaptation and social inclusion of children and young people with ASD. Evaluation of the efficacy of interventions is an area that requires attention.
Highlights
Autism spectrum disorder (ASD) as defined by the Diagnostic and Statistical Manual of Psychiatric Disorders (DSM-5), is characterized by qualitative weaknesses in social interaction and communication, and limited, repetitive and stereotypical patterns of behavior, interests and activities (APA, 2013)
Programs incorporating a variety of methods, including intervention in the school curriculum, development of cognitive behavioral therapy (CBT) and other psycho-social approaches and promotion of family support, can all increase awareness of anxiety stimuli and lead to successful and sustained management of anxiety symptoms and enhanced social inclusion
Intervention programs based on recognition and management of anxiety symptoms can increase the possibilities for adaptation and social inclusion of children and young people with autism spectrum disorder (ASD)
Summary
Autism spectrum disorder (ASD) as defined by the Diagnostic and Statistical Manual of Psychiatric Disorders (DSM-5), is characterized by qualitative weaknesses in social interaction and communication, and limited, repetitive and stereotypical patterns of behavior, interests and activities (APA, 2013). The rate of diagnosis of ASD has risen dramatically over the last decade, and recent estimates show that 1 in 88 may present a developmental disorder in the autism spectrum. The majority of those diagnosed with ASD are males, with a male-female ratio of 5:1 (Centers for Disease Control and Prevention, 2012). Teens are taught how to trade information duringconversations with peers in order to find common interests. Teens practice trading information on the phone with a classmate. Anxiety is one of the most common accompanying symptoms in people with autism spectrum disorder (ASD), and may compound the difficulties they experience in social inclusion
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