School-Based Behavioral Intervention for Social Anxiety Disorder in Adolescents: Results of an Attention Control Trial and Implementation Issues

2006 ◽  
Author(s):  
Carrie Masia Warner ◽  
Carrie Masia Warner ◽  
Paige H. Fisher ◽  
Rachel G. Klein
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Behavioral Intervention ◽  
Attention Control ◽  
School Based

School-Based Behavioral Treatment for Social Anxiety Disorder in Adolescents: Results of a Pilot Study

2001 ◽  
Vol 40 (7) ◽  
pp. 780-786 ◽  
Author(s):  
CARRIE L. MASIA ◽  
RACHEL G. KLEIN ◽  
ERIC A. STORCH ◽  
BERNARD CORDA
Keyword(s):  
Anxiety Disorder ◽  
Pilot Study ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Behavioral Treatment ◽  
School Based

Attentional Heterogeneity in Social Anxiety Disorder: Evidence from Hidden Markov Models

2021 ◽  
Author(s):  
Mikael Rubin ◽  
Karl Muller ◽  
Mary Hayhoe ◽  
Michael Telch
Keyword(s):  
Virtual Reality ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Public Speaking ◽  
Hidden Markov ◽  
Attention Control ◽  
Attentional Processes ◽  
Pre Treatment

There is some evidence for heterogeneity in attentional processes among individuals with social anxiety. However, there is limited work considering how attentional processes may differ in a naturalistic task-based context (e.g., public speaking). In this secondary analysis we tested attentional heterogeneity among individuals (N = 21) with social anxiety disorder in the context of a virtual reality exposure treatment study. Participants completed a public speaking challenge in an immersive 360º-video virtual reality environment with eye tracking at pre-treatment, post-treatment, and at 1-week follow-up. Using a Hidden Markov Model (HMM) approach with clustering we tested whether there were distinct profiles of attention pre-treatment and whether there were changes following the intervention. As a secondary aim we tested whether the distinct attentional profiles at pre-treatment predicted differential treatment outcomes. We found two distinct attentional profiles pre-treatment that we characterized as vigilant/diffuse attention control and avoidant/high attention control. By the 1-week follow-up the two profiles were no longer meaningfully different. We found a difference between HMM groups for fear at public speaking at post-treatment b = -8.54, 95% Highest Density Interval (HDI) [-16.00, -0.90], Bayes Factor (BF) = 8.31 but not at one-week follow-up b = -5.83, 95% HDI [-13.25, 1.81], BF = 2.28. These findings provide support for heterogeneity in attentional processes among socially anxious individuals is likely, but that this may change following treatment. Moreover, our results provide evidence that attentional avoidance may be related to poorer treatment outcomes.

Do Social Threat Cognitions Decrease With School-Based CBT and Predict Treatment Outcome in Adolescents With Social Anxiety Disorder?

2019 ◽  
Vol 33 (4) ◽  
pp. 331-342
Author(s):  
Julie L. Ryan ◽  
Jeremy K. Fox ◽  
Sarah R. Lowe ◽  
Carrie Masia Warner
Keyword(s):  
High School Students ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Behavioral Treatment ◽  
Negative Evaluation ◽  
Social Threat ◽  
Counseling Intervention ◽  
School Based

Evidence suggests that Social Anxiety Disorder (SAD) is less responsive to cognitive behavioral treatment (CBT) compared to other anxiety disorders. Therefore, exploring what might facilitate clinical benefit is essential. Social threat cognitions, characterized by exaggerated perceptions of negative evaluation by others, may be one important avenue to examine. The current study investigated whether youths' social threat cognitions decreased with Skills for Academic and Social Success (SASS), a group, school-based CBT designed for SAD, and whether decreases predicted SAD severity and treatment response. Participants included 138 high school students with SAD randomly assigned to SASS, or a nonspecific school counseling intervention. SASS participants showed significantly decreased social threat cognitions at 5-month follow-up. Treatment responders had significantly greater reductions in social threat cognitions compared to nonresponders at post-intervention and follow-up. These findings suggest that social threat cognitions may be important to assess and monitor when treating youth with SAD.

Treating adolescents with social anxiety disorder in school: an attention control trial

2007 ◽  
Vol 48 (7) ◽  
pp. 676-686 ◽  
Author(s):  
Carrie Masia Warner ◽  
Paige H. Fisher ◽  
Patrick E. Shrout ◽  
Snigdha Rathor ◽  
Rachel G. Klein
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Attention Control

School-based treatment for children and adolescents with social anxiety disorder

2020 ◽  
pp. 237-254
Author(s):  
Samantha Coyle ◽  
Farah Mahmud ◽  
Cody Weeks ◽  
Carrie Masia Warner
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Children And Adolescents ◽  
Social Anxiety Disorder ◽  
School Based

School-Based Intervention for Adolescents with Social Anxiety Disorder: Results of a Controlled Study

2005 ◽  
Vol 33 (6) ◽  
pp. 707-722 ◽  
Author(s):  
Carrie Masia-Warner ◽  
Rachel G. Klein ◽  
Heather C. Dent ◽  
Paige H. Fisher ◽  
Jose Alvir ◽  
...  
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Controlled Study ◽  
School Based Intervention ◽  
School Based

scholarly journals Attention and Interpretation Biases and Attention Control in Youth with Social Anxiety Disorder

2016 ◽  
Vol 7 (3) ◽  
pp. 484-498 ◽  
Author(s):  
Lee Pergamin-Hight ◽  
Shani Bitton ◽  
Daniel S. Pine ◽  
Nathan A. Fox ◽  
Yair Bar-Haim
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Attention Control ◽  
Interpretation Biases

School-Based Interventions for Adolescents with Social Anxiety Disorder

2015 ◽  
pp. 271-287 ◽  
Author(s):  
Carrie Masia Warner ◽  
Daniela Colognori ◽  
Chad Brice ◽  
Amanda Sanchez
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
School Based ◽  
School Based Interventions
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