Anxiety Disorders
Conditions
Brief summary
This study was designed to conceptualize a school-based prevention program or childhood anxiety.
Detailed description
This is a project corresponding to a career development grant. The main goal of the proposed research was to identify potential barriers to implementing a school-based anxiety preventive intervention, identify strategies to overcome these barriers, and use this information to test a school-based indicated intervention for child anxiety.
Interventions
BEHAVIORALREACH for Success
Exposure-based cognitive behavioral with social skill training (cognitive self control, relaxation, skills for conversations and assertiveness)
BEHAVIORALSelf-Study
Books for youth about anxiety management
Sponsors
Arizona State University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
TRIPLE (Subject, Caregiver, Outcomes Assessor)
Masking description
Masked or blinded to hypotheses
Eligibility
Sex/Gender
ALL
Age
8 Years to 11 Years
Healthy volunteers
No
Inclusion criteria
Inclusion: Borderline child anxiety levels based on the Spence Child Anxiety Scale Exclusion: Externalizing problems (based on teacher nominations) more severe than Spence Child Anxiety Scale borderline levels
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in child anxiety symptoms (clinical) | Change from baseline to 12-month follow-up | Child anxiety symptoms based on the Multidimensional Anxiety Scale for Children |
| Change in child anxiety levels (typical) | Change from baseline to 12-month follow-up | Child anxiety based on the Spence Child Anxiety Scale |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Changes in emotion understanding and expression | Change from baseline to immediate posttest (at 6-weeks) | Children's Emotion Expressivity based on the Emotion Expressivity Scale for Children |
| Changes in child social skills | Change from baseline to immediate posttest (at 6-weeks) | Child social skills based on the Social Skills Improvement Rating System |
| Changes in self efficacy | Change from baseline to immediate posttest (at 6-weeks) | Child self efficacy based on the Children's Self-Efficacy Questionnaire for Handling School Situations |
| Changes in somatic arousal | Change from baseline to immediate posttest (at 6-weeks) | Child somatic arousal based on the Physiological Hyperarousal Scale for Children |
| Changes in child negative cognition | Change from baseline to immediate posttest (at 6-weeks) | Children's Negative Cognitive Errors on the Children's Negative Cognitive Errors Questionnaire |
Outcome results
None listed