Web-based interpretation bias training to reduce anxiety: A sequential, multiple-assignment randomized trial.

IF 4.5 1区心理学 Q1 PSYCHOLOGY, CLINICAL Journal of consulting and clinical psychology Pub Date : 2024-06-01 DOI:10.1037/ccp0000896

Jeremy W Eberle, Katharine E Daniel, Sonia Baee, Alexandra L Silverman, Elijah Lewis, Anna N Baglione, Alexandra Werntz, Noah J French, Julie L Ji, Nicola Hohensee, Xin Tong, Jacalyn M Huband, Mehdi Boukhechba, Daniel H Funk, Laura E Barnes, Bethany A Teachman

{"title":"Web-based interpretation bias training to reduce anxiety: A sequential, multiple-assignment randomized trial.","authors":"Jeremy W Eberle, Katharine E Daniel, Sonia Baee, Alexandra L Silverman, Elijah Lewis, Anna N Baglione, Alexandra Werntz, Noah J French, Julie L Ji, Nicola Hohensee, Xin Tong, Jacalyn M Huband, Mehdi Boukhechba, Daniel H Funk, Laura E Barnes, Bethany A Teachman","doi":"10.1037/ccp0000896","DOIUrl":null,"url":null,"abstract":"Objective: Web-based cognitive bias modification for interpretation (CBM-I) can improve interpretation biases and anxiety symptoms but faces high rates of dropout. This study tested the effectiveness of web-based CBM-I relative to an active psychoeducation condition and the addition of low-intensity telecoaching for a subset of CBM-I participants.Method: 1,234 anxious community adults (Mage = 35.09 years, 81.2% female, 72.1% white, 82.6% not Hispanic) were randomly assigned at Stage 1 of a sequential, multiple-assignment randomized trial to complete five weekly sessions of CBM-I or psychoeducation on our team's public research website. After the first session, for Stage 2, an algorithm attempted to classify CBM-I participants as higher (vs. lower) risk for dropping out; those classified as higher risk were then randomly assigned to complete four brief weekly telecoaching check-ins (vs. no coaching).Results: As hypothesized (https://doi.org/j2xr; Daniel, Eberle, & Teachman, 2020), CBM-I significantly outperformed psychoeducation at improving positive and negative interpretation biases (Recognition Ratings, Brief Body Sensations Interpretation Questionnaire) and anxiety symptoms (Overall Anxiety Severity and Impairment Scale, Anxiety Scale from Depression Anxiety Stress Scales-Short Form), with smaller treatment gains remaining significant at 2-month follow-up. Unexpectedly, CBM-I had significantly worse treatment dropout outcomes than psychoeducation, and adding coaching (vs. no coaching) did not significantly improve efficacy or dropout outcomes (notably, many participants chose not to interact with their coach).Conclusions: Web-based CBM-I appears effective, but supplemental coaching may not mitigate the challenge of dropout. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":15447,"journal":{"name":"Journal of consulting and clinical psychology","volume":"92 6","pages":"367-384"},"PeriodicalIF":4.5000,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of consulting and clinical psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/ccp0000896","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}

引用次数: 0

Abstract

Objective: Web-based cognitive bias modification for interpretation (CBM-I) can improve interpretation biases and anxiety symptoms but faces high rates of dropout. This study tested the effectiveness of web-based CBM-I relative to an active psychoeducation condition and the addition of low-intensity telecoaching for a subset of CBM-I participants.

Method: 1,234 anxious community adults (Mage = 35.09 years, 81.2% female, 72.1% white, 82.6% not Hispanic) were randomly assigned at Stage 1 of a sequential, multiple-assignment randomized trial to complete five weekly sessions of CBM-I or psychoeducation on our team's public research website. After the first session, for Stage 2, an algorithm attempted to classify CBM-I participants as higher (vs. lower) risk for dropping out; those classified as higher risk were then randomly assigned to complete four brief weekly telecoaching check-ins (vs. no coaching).

Results: As hypothesized (https://doi.org/j2xr; Daniel, Eberle, & Teachman, 2020), CBM-I significantly outperformed psychoeducation at improving positive and negative interpretation biases (Recognition Ratings, Brief Body Sensations Interpretation Questionnaire) and anxiety symptoms (Overall Anxiety Severity and Impairment Scale, Anxiety Scale from Depression Anxiety Stress Scales-Short Form), with smaller treatment gains remaining significant at 2-month follow-up. Unexpectedly, CBM-I had significantly worse treatment dropout outcomes than psychoeducation, and adding coaching (vs. no coaching) did not significantly improve efficacy or dropout outcomes (notably, many participants chose not to interact with their coach).

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

减少焦虑的网络释义偏差培训：顺序、多重分配随机试验。

目的：基于网络的口译认知偏差修正（CBM-I）可以改善口译偏差和焦虑症状，但面临较高的辍学率。本研究测试了基于网络的 CBM-I 与积极的心理教育条件和低强度远程教学相结合对 CBM-I 参与者的有效性：1234名焦虑的社区成年人（年龄=35.09岁，81.2%为女性，72.1%为白人，82.6%为非西班牙裔）在连续、多重分配随机试验的第一阶段被随机分配到我们团队的公共研究网站上完成每周五次的CBM-I或心理教育课程。第一阶段结束后，在第二阶段，一种算法试图将 CBM-I 参与者划分为辍学风险较高（与较低）的人群；被划分为风险较高的人群随后被随机分配完成四次每周一次的简短远程辅导检查（与不进行辅导）：正如假设的那样（https://doi.org/j2xr; Daniel, Eberle, & Teachman, 2020），CBM-I 在改善积极和消极解释偏差（识别评分、简明身体感觉解释问卷）和焦虑症状（总体焦虑严重程度和损害量表、抑郁焦虑压力量表-简表中的焦虑量表）方面的表现明显优于心理教育，在两个月的随访中，较小的治疗收益仍然显著。出乎意料的是，CBM-I的治疗辍学率明显低于心理教育，而增加辅导（与不增加辅导相比）并没有明显改善疗效或辍学率（值得注意的是，许多参与者选择不与他们的辅导员互动）：结论：基于网络的 CBM-I 似乎有效，但补充辅导可能无法减轻辍学的挑战。(PsycInfo Database Record (c) 2024 APA, 版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Journal of consulting and clinical psychology PSYCHOLOGY, CLINICAL-

CiteScore

9.00

自引率

3.40%

发文量

期刊介绍： The Journal of Consulting and Clinical Psychology® (JCCP) publishes original contributions on the following topics: the development, validity, and use of techniques of diagnosis and treatment of disordered behaviorstudies of a variety of populations that have clinical interest, including but not limited to medical patients, ethnic minorities, persons with serious mental illness, and community samplesstudies that have a cross-cultural or demographic focus and are of interest for treating behavior disordersstudies of personality and of its assessment and development where these have a clear bearing on problems of clinical dysfunction and treatmentstudies of gender, ethnicity, or sexual orientation that have a clear bearing on diagnosis, assessment, and treatmentstudies of psychosocial aspects of health behaviors. Studies that focus on populations that fall anywhere within the lifespan are considered. JCCP welcomes submissions on treatment and prevention in all areas of clinical and clinical–health psychology and especially on topics that appeal to a broad clinical–scientist and practitioner audience. JCCP encourages the submission of theory–based interventions, studies that investigate mechanisms of change, and studies of the effectiveness of treatments in real-world settings. JCCP recommends that authors of clinical trials pre-register their studies with an appropriate clinical trial registry (e.g., ClinicalTrials.gov, ClinicalTrialsRegister.eu) though both registered and unregistered trials will continue to be considered at this time.