School Based Prevention for Childhood Anxiety

Study Overview
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Brief Summary
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This study was designed to conceptualize a school-based prevention program or childhood anxiety.

Detailed Description
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This is a project corresponding to a career development grant. The main goal of the proposed research was to identify potential barriers to implementing a school-based anxiety preventive intervention, identify strategies to overcome these barriers, and use this information to test a school-based indicated intervention for child anxiety.

Official Title
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School Based Prevention for Childhood Anxiety

Conditions
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Anxiety Disorders

Intervention / Treatment
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* Behavioral: REACH for Success
* Behavioral: Self-Study


Participation Criteria
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Eligibility Criteria
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Inclusion: Borderline child anxiety levels based on the Spence Child Anxiety Scale Exclusion: Externalizing problems (based on teacher nominations) more severe than Spence Child Anxiety Scale borderline levels

Ages Eligible for Study
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Minimum Age: 8 Years
Maximum Age: 11 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Triple


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Experimental: REACH for Success<br>Experimental: Exposure-based, cognitive and behavioral, social skills training intervention 6-weeks - 6 session -20-30 min each | Behavioral: REACH for Success<br>* Exposure-based cognitive behavioral with social skill training (cognitive self control, relaxation, skills for conversations and assertiveness)<br>|
| Active Comparator: Active Comparator: Self-study<br>Active Comparator: Books What to do when you are scared and worried?How to do homework without throwing-up? How to get organized without losing it? Reading at home | Behavioral: Self-Study<br>* Books for youth about anxiety management<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in child anxiety symptoms (clinical) | Child anxiety symptoms based on the Multidimensional Anxiety Scale for Children | Change from baseline to 12-month follow-up | 
| Change in child anxiety levels (typical) | Child anxiety based on the Spence Child Anxiety Scale | Change from baseline to 12-month follow-up | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Changes in child negative cognition | Children's Negative Cognitive Errors on the Children's Negative Cognitive Errors Questionnaire | Change from baseline to immediate posttest (at 6-weeks) | 
| Changes in child negative cognition | Children's Negative Cognitive Errors on the Children's Negative Cognitive Errors Questionnaire | Change from baseline to 12-month follow-up | 
| Changes in emotion understanding and expression | Children's Emotion Expressivity based on the Emotion Expressivity Scale for Children | Change from baseline to immediate posttest (at 6-weeks) | 
| Changes in emotion understanding and expression | Children's Emotion Expressivity based on the Emotion Expressivity Scale for Children | Change from baseline to 12-month follow-up) | 
| Changes in self efficacy | Child self efficacy based on the Children's Self-Efficacy Questionnaire for Handling School Situations | Change from baseline to immediate posttest (at 6-weeks) | 
| Changes in self efficacy | Child self efficacy based on the Children's Self-Efficacy Questionnaire for Handling School Situations | Change from baseline to 12-month follow-up) | 
| Changes in child social skills | Child social skills based on the Social Skills Improvement Rating System | Change from baseline to immediate posttest (at 6-weeks) | 
| Changes in child social skills | Child social skills based on the Social Skills Improvement Rating System | Change from baseline to 12-month follow-up) | 
| Changes in somatic arousal | Child somatic arousal based on the Physiological Hyperarousal Scale for Children | Change from baseline to immediate posttest (at 6-weeks) | 
| Changes in somatic arousal | Child somatic arousal based on the Physiological Hyperarousal Scale for Children | Change from baseline to 12-month follow-up) |