Update on and Advances in Assessment and Cognitive-Behavioral Treatment of Anxiety Disorders in Children and Adolescents.

Velting, Olivia N.; Setzer, Nicole J.; Albano, Anne Marie

doi:10.1037/0735-7028.35.1.42

Cited by 111 publications

(72 citation statements)

References 69 publications

(77 reference statements)

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“…There is well-established empirical support for the efficacy of CBT for youth with anxiety disorders (e.g. Velting, Setzer, & Albano, 2004). However, because of the cognitive demands of CBT, such programs are not intended for children under 8 years of age (Grave & Blissett, 2004).…”

Section: Early Intervention and Treatmentmentioning

confidence: 97%

‘Play skills’ for shy children: development of a Social Skills Facilitated Play early intervention program for extremely inhibited preschoolers

Coplan¹,

Schneider²,

Matheson³

et al. 2010

Infant and Child Development

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The aim of the present study was to develop and provide a preliminary evaluation of a social-skills-based early intervention program specifically designed to assist extremely inhibited preschoolers. Participants were a sample of n 5 22 extremely inhibited preschool-aged children, who were randomly assigned to either the Social Skills Facilitated Play (SST) or Waitlist Control (WLC) condition. As compared to wait-list controls, extremely inhibited children who participated in the SSTfacilitated play program sessions demonstrated a significantly greater post-intervention decrease in observed socially wary behaviours and a significantly greater increase in social and socially competent behaviours at preschool. Results are discussed in terms of the importance of developing and refining early intervention programs for extremely inhibited young children. Copyright r 2010 John Wiley & Sons, Ltd.Key words: behavioural inhibition; early intervention; social skills It is not uncommon for many children to feel somewhat shy or self-conscious when meeting unfamiliar people or encountering new situations. However, about 15% of young children are considered extremely inhibited, persistently experiencing fear and anxiety in the presence of peers and frequently withdrawing themselves from opportunities for peer interaction (Kagan, 1997). Results from recent research support the wisdom of non-intrusive early prevention for inhibited young children (Rapee, 2002), who are at increased risk for developing

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Section: Early Intervention and Treatmentmentioning

confidence: 97%

‘Play skills’ for shy children: development of a Social Skills Facilitated Play early intervention program for extremely inhibited preschoolers

Coplan¹,

Schneider²,

Matheson³

et al. 2010

Infant and Child Development

View full text Add to dashboard Cite

show abstract

“…The method sections were screened to ensure that studies had (a) employed a manualised CBT intervention or (b) reported cognitive and behavioural intervention techniques in keeping with those described by Velting et al (2004) as necessary components of a CBT intervention. Absence of reported modifications to the CBT intervention was not an exclusion criterion as efficacy of non-modified CBT for this population would have been of equal interest.…”

Section: Methodsmentioning

confidence: 99%

“…An additional scale was developed for the purpose of this review to assess the content of CBT within the modified intervention. This scale followed the structure of the NOS scales and was designed to measure adherence to the six components of CBT as identified by Velting et al (2004). These comprise psychoeducation, somatic management, cognitive restructuring, problem solving, exposure and relapse prevention.…”

Section: Study Selection and Data Extraction Processmentioning

confidence: 99%

A Systematic Review of Effective Modifications to Cognitive Behavioural Therapy for Young People with Autism Spectrum Disorders

Walters

Loades

Russell

2016

Rev J Autism Dev Disord

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The present review evaluated studies which effectively employed cognitive behavioural therapy (CBT) to alleviate symptoms of common mental health problems in young people with autism spectrum disorder (ASD). It assessed the modifications applied to CBT and compliance with recent guidelines from the National Institute of Health Care Excellence (NICE). Systematic searches of electronic databases, reference lists, and journals identified 12 studies meeting predetermined inclusion criteria. Results indicated that modified CBT yielded reductions in anxiety, obsessivecompulsive disorder (OCD), and depression. There was a lack of gold standard research into the effects of CBT for disorders other than anxiety. A greater number of modifications than recommended by NICE were consistently employed, including disorder-specific modifications. Implications for clinical intervention and future research are discussed.

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“…Researchers suggest that the prevalence of anxiety disorders in children and adolescents may be as high as 20% (Costello & Angold, 1995;Manassis, Avery, Butalia, & Mendlowitz, 2004;Velting, Setzer, & Albano, 2004). Studies suggest that children and youth with anxiety disorders may be at higher risk for educational underachievement, depression, poorer social support networks and increased family conflicts (Ameringen, Mancini, & Farvolden, 2003;Pine, Cohen, Gurley, Brook, & Ma, 1998;Velting et al, 2004).…”

Section: Anxiety In Children and Adolescentsmentioning

confidence: 99%

Anxiety levels in adolescents who stutter

Blood

Maloney

et al. 2007

Journal of Communication Disorders

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High levels of anxiety can negatively affect the lives of children and adolescents. Thirty-six adolescents who stutter and 36 adolescents who do not stutter were administered standardized scales for anxiety and self-esteem. Significant differences were found for the total T-scores for Revised Children's Manifest Anxiety Scale for the two groups, although both groups mean T-scores were within normal range. Eighty-three percent of adolescents who stutter and 95% of adolescents who do not stutter earned scores in the normal range. No significant differences were found on the self-esteem scale, with 86% of adolescents who stutter and 97% of adolescents who do not stutter earning scores in the normal/positive range. Adolescents who stutter with co-occurring disorders displayed significantly higher levels of anxiety than adolescents who stutter with no co-occurring disorders. No significant differences were found between groups on ethnicity, socioeconomic class, gender and anxiety levels. A positive, significant correlation between anxiety scores and self-esteem scores was found for both groups.Learning outcomes: Readers will learn about and understand (a) the role of anxiety and selfesteem in stuttering; (b) the methods used to evaluate anxiety and self-esteem in adolescents; and (c) the similarities between adolescents who stutter and adolescents who do not stutter on anxiety and self-esteem scales. #

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Update on and Advances in Assessment and Cognitive-Behavioral Treatment of Anxiety Disorders in Children and Adolescents.

Abstract: Although children and adolescents can suffer from any of the eight anxiety diagnoses described in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders

Cited by 111 publications

References 69 publications

‘Play skills’ for shy children: development of a Social Skills Facilitated Play early intervention program for extremely inhibited preschoolers

‘Play skills’ for shy children: development of a Social Skills Facilitated Play early intervention program for extremely inhibited preschoolers

A Systematic Review of Effective Modifications to Cognitive Behavioural Therapy for Young People with Autism Spectrum Disorders

Anxiety levels in adolescents who stutter

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