Behavioral Inhibition in Childhood as A Risk Factor for Development of Social Anxiety Disorder: A Longitudinal Study

Luis-Joaquin, Garcia-Lopez; Espinosa-Fernández, Lourdes; A, Muela-Martínez José

doi:10.3390/ijerph17113941

Cited by 11 publications

(6 citation statements)

References 46 publications

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“…This temperament trait includes features of shyness, distress to novelty, and fear [12]. Early BI has been found to be a strong predictor for later SAD [13][14][15]. According to a retrospective evaluation by their parents, children with SM were rated as to be more behaviorally inhibited than children with SAD, children with internalizing disorders and typically developing children [16].…”

Section: Introductionmentioning

confidence: 99%

Characteristics of person, place, and activity that trigger failure to speak in children with selective mutism

Schwenck

Gensthaler

Vogel

et al. 2021

Eur Child Adolesc Psychiatry

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Selective Mutism (SM) is an anxiety disorder with predictable and circumscribed situations in which children remain silent while they speak unaffectedly in others. However, core features of anxiety inducing stimuli have rarely been studied so far. Parents of children with elevated SM symptomatology participated in an online-based study and answered open ended questions about specific characteristics of a person, place, and activity that elicit failure to speak in their child. The final sample consisted of n = 91 parents with children aged between 3 and 17 years (M = 8.02 years, SD = 3.94). Answers were analyzed by qualitative content analysis. Characteristics of a person were assigned to five categories with lack of distance as the most frequently reported feature. With respect to a place, the majority of parents mentioned unknown places as a silence trigger. The most frequently mentioned feature of an activity that was designated to be associated to silence was new activity. There were only few associations between the designation of these features, age, and gender. For the first time, anxiety inducing triggers related to person, place, and activity were comprehensively assessed in children with SM. This allows a differentiated and deeper understanding of an understudied disorder. The majority of characteristics can be associated with proposed etiological factors such as increased behavioral inhibition, conditioning processes, social anxiety, and a strong need for control. Implications for effective treatments are discussed.

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Section: Introductionmentioning

confidence: 99%

Characteristics of person, place, and activity that trigger failure to speak in children with selective mutism

Schwenck

Gensthaler

Vogel

et al. 2021

Eur Child Adolesc Psychiatry

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“…Symptoms of social phobia are related to the temperamental trait behavioural inhibition (BI), which is characterized by reticence in new situations with unfamiliar people and objects 51 . Prospective studies of BI in early childhood found that this temperamental trait most strongly predicts subsequent social anxiety 52 , 53 , but also predicts other anxiety disorders 54 .…”

Section: Discussionmentioning

confidence: 95%

Anxiety and depression from age 3 to 8 years in children with and without ADHD symptoms

Ingeborgrud,

Oerbeck,

Friis

et al. 2023

Sci Rep

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Childhood anxiety and depressive symptoms may be influenced by symptoms of attention deficit/hyperactivity disorder (ADHD). We investigated whether parent- and teacher-reported anxiety, depressive and ADHD symptoms at age 3 years predicted anxiety disorders and/or depression in children with and without ADHD at age 8 years. This study is part of the longitudinal, population-based Norwegian Mother, Father and Child Cohort Study. Parents of 3-year-olds were interviewed, and preschool teachers rated symptoms of anxiety disorders, depression and ADHD. At age 8 years (n = 783), Child Symptom Inventory-4 was used to identify children who fulfilled the diagnostic criteria for anxiety disorders and/or depression (hereinafter: Anx/Dep), and ADHD. Univariable and multivariable logistic regression analyses were used. In the univariable analyses, parent-reported anxiety, depressive and ADHD symptoms, and teacher-reported anxiety symptoms at age 3 years all significantly predicted subsequent Anx/Dep. In the multivariable analyses, including co-occurring symptoms at age 3 years and ADHD at 8 years, parent-reported anxiety and depressive symptoms remained significant predictors of subsequent Anx/Dep. At age 3 years, regardless of ADHD symptoms being present, asking parents about anxiety and depressive symptoms, and teachers about anxiety symptoms, may be important to identify children at risk for school-age anxiety disorders and/or depression.

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“…A well-examined and highly stable predictor of social anxiety in children and adolescent is behavioral inhibition (BI), which is a temperament style occurring in infancy and early childhood (Clauss and Blackford, 2012;Luis-Joaquin et al, 2020;Sandstrom et al, 2020). BI is based on a cognitive-behavioral mechanism that manifests itself as an exaggerated cognitive sensitivity to novel auditive and visual stimuli, and an avoidance of unfamiliar situations and people (Clauss and Blackford, 2012;Fox et al, 2005;Kleberg et al, 2021).…”

Section: Social Anxiety In School-aged Childrenmentioning

confidence: 99%

Cognitive Behavioral Training Reduces Socially Anxious Classroom Behavior in Primary School Students

Casale

Haarhoff

2022

Front. Educ.

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Many students show symptoms of social anxiety. Cognitive behavioral training (CBT) has been shown to be effective in reducing symptom behavior in therapeutic and school contexts, but there are hardly any single-case studies that examine the individual effectiveness in school settings. Furthermore, the extent to which differential responsivity effects are exhibited by students has not been examined yet. This single-case study with AB design investigates the effects of a CBT on the socially anxious classroom behavior of students with severe symptoms of social anxiety. Two female and two male students (9–10 years old) of an inclusive primary school in Germany participated in the CBT over a period of twelve weeks. Socially anxious behaviors were measured daily with Direct Behavior Rating-Multi Item Scales. Visual analyses, overlap indices, and regression models show a substantial behavioral improvement for all students during the intervention. However, there are differences between the students in terms of which specific behaviors were improved and whether the behavioral improvements took place immediately after the implementation of the intervention or continuously from measurement to measurement in the B phase. The results highlight the relevance of specific and individualized behavioral goals for CBT in school, although the effects should be replicated in experimental studies.

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Behavioral Inhibition in Childhood as A Risk Factor for Development of Social Anxiety Disorder: A Longitudinal Study

Cited by 11 publications

References 46 publications

Characteristics of person, place, and activity that trigger failure to speak in children with selective mutism

Characteristics of person, place, and activity that trigger failure to speak in children with selective mutism

Anxiety and depression from age 3 to 8 years in children with and without ADHD symptoms

Cognitive Behavioral Training Reduces Socially Anxious Classroom Behavior in Primary School Students

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