Kendall P C, Flannery-Schroeder E, Panichelli-Mindel S M, Southam-Gerow M, Henin A, Warman M
Department of Psychology, Temple University, Philadelphia, Pennsylvania 19122, USA.
J Consult Clin Psychol. 1997 Jun;65(3):366-80. doi: 10.1037//0022-006x.65.3.366.
Ninety-four children (aged 9-13 years) with anxiety disorders were randomly assigned to cognitive behavioral treatment or waiting-list control. Outcomes were evaluated using diagnostic status, child self-reports, parent and teacher reports, cognitive assessment and behavioral observation: maintenance was examined using 1-year follow-up data. Analyses of dependent measures indicated significant improvements over time, with the majority indicating greater gains for those receiving treatment. Treatment gains returned cases to within nondeviant limits (i.e., normative comparisons) and were maintained at 1-year follow-up. Client age and comorbid status did not moderate outcomes. A preliminary examination of treatment segments suggested that the enactive exposure (when it follows cognitive-educational training) was an active force in beneficial change. Discussion includes suggestions for future research.
94名患有焦虑症的儿童（年龄在9至13岁之间）被随机分配到认知行为治疗组或等待名单对照组。使用诊断状况、儿童自我报告、家长和教师报告、认知评估和行为观察来评估结果：使用1年的随访数据检查维持情况。对相关测量的分析表明，随着时间的推移有显著改善，大多数结果表明接受治疗的儿童有更大的改善。治疗取得的进展使病例恢复到非偏差范围内（即与常模比较），并在1年随访时得以维持。患儿年龄和共病状况并未影响治疗结果。对治疗环节的初步检查表明，在认知教育训练之后进行的实际暴露是产生有益变化的一个积极因素。讨论部分包括对未来研究的建议。
