Efficacy of a Cognitive‑Behavioral Anxiety Management Program Integrated Within a Reading Intervention.

Autor: Grills AE; Counseling Psychology and Applied Human Development, Boston University, Boston, MA, USA., Vaughn S; The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA.; Department of Special Education, The University of Texas at Austin, Austin, TX, USA., Bowman C; Children's National Hospital, Washington, DC, USA.; Psychiatry and Behavioral Sciences and Pediatrics, George Washington University School of Medicine and Health Sciences, Washington, DC, USA., Capin P; Department of Special Education, The University of Texas at Austin, Austin, TX, USA., Fall AM; The University of Texas at Austin, Austin, TX, USA., Roberts G; The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA.; The University of Texas at Austin, Austin, TX, USA., Barnes ED; Wheelock College of Education and Human Development, Boston University, Boston, MA, USA.
Jazyk: angličtina
Zdroj: International journal of cognitive therapy [Int J Cogn Ther] 2024 Sep; Vol. 17 (3), pp. 549-577. Date of Electronic Publication: 2024 Jun 12.
DOI: 10.1007/s41811-024-00211-6
Abstrakt: This study examined the efficacy of a 2-year anxiety management intervention integrated with a reading intervention for struggling readers in upper-elementary grades on anxiety outcomes. The study randomly assigned 128 struggling readers to one of three conditions: (a) reading intervention with anxiety management intervention (RANX), (b) reading intervention with math fact practice, an attention control, (RMATH), and (c) business-as-usual comparison (BaU). Findings demonstrated promising results for students in the RANX condition, particularly compared with the BaU condition. However, findings were not always statistically significant suggesting the need for additional adequately powered trials. Secondary analyses among students beginning with average anxiety showed significant reductions in physical symptoms of anxiety at year 1 posttest favoring RANX over RMATH and BAU, as well as between RANX and BAU on reading anxiety at year 2 posttest. Among students beginning with elevated anxiety, significant reductions in social anxiety were found at year 2 posttest favoring RANX over RMATH and BaU. The findings underscore the promise of integrating anxiety management and reading interventions.
Competing Interests: Conflict of Interest The authors declare no competing interests.
Databáze: MEDLINE
Externí odkaz: