Integrating video-feedback and cognitive preparation, social skills training and behavioural activation in a cognitive behavioural therapy in the treatment of childhood anxiety

Essau, Cecilia A.; Olaya, Beatriz; Sasagawa, Satoko; Pithia, Jayshree; Bray, Diane; Ollendick, Thomas H.

doi:10.1016/j.jad.2014.05.056

Cited by 40 publications

(86 citation statements)

References 43 publications

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“…It showed that the system could help people who have difficulties in social interaction improve their social skills. The video modeling group also improved in their scores, which is consistent to the previous work [9]. The video modeling of others was also helpful in social skills training.…”

Section: Discussionsupporting

confidence: 87%

“…After using the automated social skills trainer, the feedback group answered a questionnaire to evaluate usability and effectiveness of the system 9 . The questionnaire included the following items related to the system usability and training effect, rated on a scale of 1 (disagree) to 7 (agree).…”

Section: Methodsmentioning

confidence: 99%

“…They achieved 1) a realistic task involving training real users, 2) formative affective feedback that provides the user with useful feedback on the behaviors that need improvement, and 3) the interpretation or recognition of user utterances to drive the selection of backchannels or formative feedback. While this work is an excellent first step, it did not faithfully follow the traditional SST framework, omitting steps such as modeling of human behavior [9].…”

Section: Related Workmentioning

confidence: 99%

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Automated Social Skills Trainer

Tanaka

Sakti

Neubig

et al. 2015

Proceedings of the 20th International Conference on Intelligent User Interfaces

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Social skills training is a well-established method to decrease human anxiety and discomfort in social interaction, and acquire social skills. In this paper, we attempt to automate the process of social skills training by developing a dialogue system named "automated social skills trainer," which provides social skills training through human-computer interaction. The system includes a virtual avatar that recognizes user speech and language information and gives feedback to users to improve their social skills. Its design is based on conventional social skills training performed by human participants, including defining target skills, modeling, role-play, feedback, reinforcement, and homework. An experimental evaluation measuring the relationship between social skill and speech and language features shows that these features have a relationship with autistic traits. Additional experiments measuring the effect of performing social skills training with the proposed application show that most participants improve their skill by using the system for 50 minutes.

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Section: Discussionsupporting

confidence: 87%

Section: Methodsmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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Automated Social Skills Trainer

Tanaka

Sakti

Neubig

et al. 2015

Proceedings of the 20th International Conference on Intelligent User Interfaces

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“…Previous work [ 16 ] found that automated social skills training provided a larger training effect than traditional training methods (e.g., reading about social skills training and video modeling [ 30 ]). In this study, we extended the automated social skills trainer by adding multimodal information that significantly improves the training effect ( Experiment 1 ).…”

Section: Discussionmentioning

confidence: 99%

Embodied conversational agents for multimodal automated social skills training in people with autism spectrum disorders

et al. 2017

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Social skills training, performed by human trainers, is a well-established method for obtaining appropriate skills in social interaction. Previous work automated the process of social skills training by developing a dialogue system that teaches social communication skills through interaction with a computer avatar. Even though previous work that simulated social skills training only considered acoustic and linguistic information, human social skills trainers take into account visual and other non-verbal features. In this paper, we create and evaluate a social skills training system that closes this gap by considering the audiovisual features of the smiling ratio and the head pose (yaw and pitch). In addition, the previous system was only tested with graduate students; in this paper, we applied our system to children or young adults with autism spectrum disorders. For our experimental evaluation, we recruited 18 members from the general population and 10 people with autism spectrum disorders and gave them our proposed multimodal system to use. An experienced human social skills trainer rated the social skills of the users. We evaluated the system’s effectiveness by comparing pre- and post-training scores and identified significant improvement in their social skills using our proposed multimodal system. Computer-based social skills training is useful for people who experience social difficulties. Such a system can be used by teachers, therapists, and social skills trainers for rehabilitation and the supplemental use of human-based training anywhere and anytime.

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“…Cuando los trastornos de inicio en la infancia o adolescencia no son tratados adecuadamente, además del malestar significativo que suponen para el niño, la interferencia académica, social y familiar; aumentan el riesgo de cronificación y la posibilidad de desarrollar diversos trastornos en la edad adulta (Essau et al, 2014).…”

Section: Introductionunclassified

Tratamiento transdiagnóstico de los trastornos emocionales en la infancia: Una revisión sistemática

Castaño¹

2019

DOCTUMH

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En la población clínica infanto-juvenil, es común que los niños con ansiedad presenten de forma comórbida otros síntomas internalizantes. Esta comorbilidad, asociada a una menor respuesta al tratamiento, ha hecho que en los últimos años se ponga énfasis en los programas transdiagnósticos. El objetivo de este trabajo es analizar la eficacia del tratamiento transdiagnóstico en los trastornos de ansiedad y depresión en la infancia. Para ello se llevó a cabo una revisión de la literatura disponible hasta la fecha en las bases de datos MEDLINE-Ovid, Web Of Science, ProQuest Central, Scopus y Science Direct. En los 9 artículos incluidos en la revisión se observa que la mayoría de los programas han sido diseñados para el tratamiento de varios trastornos de ansiedad, más que para el abordaje simultáneo de la ansiedad y la depresión. Estos programas pueden considerarse eficaces para el tratamiento de los trastornos de ansiedad, y aunque la mayoría señala beneficios sobre la sintomatología depresiva, el escaso tamaño muestral, la falta de métodos de control y otras limitaciones impiden establecer conclusiones firmes.

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Integrating video-feedback and cognitive preparation, social skills training and behavioural activation in a cognitive behavioural therapy in the treatment of childhood anxiety

Cited by 40 publications

References 43 publications

Automated Social Skills Trainer

Automated Social Skills Trainer

Embodied conversational agents for multimodal automated social skills training in people with autism spectrum disorders

Tratamiento transdiagnóstico de los trastornos emocionales en la infancia: Una revisión sistemática

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