The Experts below are selected from a list of 783276 Experts worldwide ranked by ideXlab platform
Rachel G. Klein - One of the best experts on this subject based on the ideXlab platform.
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School-Based Intervention for Adolescents with Social Anxiety Disorder: Results of a Controlled Study
Journal of abnormal child psychology, 2005Co-Authors: Carrie Masia-warner, Rachel G. Klein, Heather C. Dent, Paige H. Fisher, Jose Alvir, Anne Marie Albano, Mary GuardinoAbstract:Social anxiety disorder, whose onset peaks in adolescence, is associated with significant impairment. Despite the availability of effective treatments, few affected youth receive services. Transporting Interventions into schools may circumvent barriers to treatment. The efficacy of a School-Based Intervention for social anxiety disorder was examined in a randomized wait-list control trial of 35 adolescents (26 females). Independent evaluators, blind to treatment condition, evaluated participants at preIntervention, postIntervention, and 9 months later. Adolescents in the Intervention group demonstrated significantly greater reductions than controls in social anxiety and avoidance, as well as significantly improved overall functioning. In addition, 67% of treated subjects, compared to 6% of wait-list participants, no longer met criteria for social phobia following treatment. Findings support the possible efficacy of School-Based Intervention for facilitating access to treatment for socially anxious adolescents.
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skills for social and academic success a school based Intervention for social anxiety disorder in adolescents
Clinical Child and Family Psychology Review, 2004Co-Authors: Paige H. Fisher, Carrie Masiawarner, Rachel G. KleinAbstract:This paper describes Skills for Academic and Social Success (SASS), a cognitive–behavioral, School-Based Intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based Interventions into schools, such as SASS, is provided. The SASS program consists of 12, 40-min group sessions that emphasize social skills and in-vivo exposure. In addition to group sessions, students are seen individually at least twice and participate in 4 weekend social events with prosocial peers from their high schools. Meetings with teachers provide information about social anxiety and facilitate classroom exposures for socially anxious participants. Parents attend 2 psychoeducational meetings about social anxiety, its treatment, and approaches for managing their child’s anxiety. Initial findings regarding the program’s effectiveness are presented. We conclude by discussing the challenges involved in implementing treatment protocols in schools and provide suggestions to address these issues.
Veronika Northrup - One of the best experts on this subject based on the ideXlab platform.
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A multifaceted School-Based Intervention to reduce risk for type 2 diabetes in at-risk youth.
Preventive Medicine, 2009Co-Authors: Margaret Grey, Sarah S. Jaser, Marita G. Holl, Vanessa Jefferson, James Dziura, Veronika NorthrupAbstract:Abstract Objective To evaluate the impact of a multifaceted, School-Based Intervention on inner city youth at high risk for type 2 diabetes mellitus (T2DM) and to determine whether the addition of coping skills training (CST) and health coaching improves outcomes. Method 198 students in New Haven, CT at risk for T2DM (BMI > 85th percentile and family history of diabetes) were randomized by school to an educational Intervention with or without the addition of CST and health coaching. Students were enrolled from 2004 to 2007 and followed for 12 months. Results Students in both groups showed some improvement in anthropometric measures, lipids, and depressive symptoms over 12 months. BMI was not improved by the Intervention. Students who received CST showed greater improvement on some indicators of metabolic risk than students who received education only. Conclusion A multifaceted, School-Based Intervention may hold promise for reducing metabolic risk in urban, minority youth.
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A multifaceted School-Based Intervention to reduce risk for type 2 diabetes in at-risk youth.
Preventive medicine, 2009Co-Authors: Margaret Grey, Sarah S. Jaser, Marita G. Holl, Vanessa Jefferson, James Dziura, Veronika NorthrupAbstract:To evaluate the impact of a multifaceted, School-Based Intervention on inner city youth at high risk for type 2 diabetes mellitus (T2DM) and to determine whether the addition of coping skills training (CST) and health coaching improves outcomes. 198 students in New Haven, CT at risk for T2DM (BMI>85th percentile and family history of diabetes) were randomized by school to an educational Intervention with or without the addition of CST and health coaching. Students were enrolled from 2004 to 2007 and followed for 12 months. Students in both groups showed some improvement in anthropometric measures, lipids, and depressive symptoms over 12 months. BMI was not improved by the Intervention. Students who received CST showed greater improvement on some indicators of metabolic risk than students who received education only. A multifaceted, School-Based Intervention may hold promise for reducing metabolic risk in urban, minority youth.
Paige H. Fisher - One of the best experts on this subject based on the ideXlab platform.
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School-Based Intervention for Adolescents with Social Anxiety Disorder: Results of a Controlled Study
Journal of abnormal child psychology, 2005Co-Authors: Carrie Masia-warner, Rachel G. Klein, Heather C. Dent, Paige H. Fisher, Jose Alvir, Anne Marie Albano, Mary GuardinoAbstract:Social anxiety disorder, whose onset peaks in adolescence, is associated with significant impairment. Despite the availability of effective treatments, few affected youth receive services. Transporting Interventions into schools may circumvent barriers to treatment. The efficacy of a School-Based Intervention for social anxiety disorder was examined in a randomized wait-list control trial of 35 adolescents (26 females). Independent evaluators, blind to treatment condition, evaluated participants at preIntervention, postIntervention, and 9 months later. Adolescents in the Intervention group demonstrated significantly greater reductions than controls in social anxiety and avoidance, as well as significantly improved overall functioning. In addition, 67% of treated subjects, compared to 6% of wait-list participants, no longer met criteria for social phobia following treatment. Findings support the possible efficacy of School-Based Intervention for facilitating access to treatment for socially anxious adolescents.
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skills for social and academic success a school based Intervention for social anxiety disorder in adolescents
Clinical Child and Family Psychology Review, 2004Co-Authors: Paige H. Fisher, Carrie Masiawarner, Rachel G. KleinAbstract:This paper describes Skills for Academic and Social Success (SASS), a cognitive–behavioral, School-Based Intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based Interventions into schools, such as SASS, is provided. The SASS program consists of 12, 40-min group sessions that emphasize social skills and in-vivo exposure. In addition to group sessions, students are seen individually at least twice and participate in 4 weekend social events with prosocial peers from their high schools. Meetings with teachers provide information about social anxiety and facilitate classroom exposures for socially anxious participants. Parents attend 2 psychoeducational meetings about social anxiety, its treatment, and approaches for managing their child’s anxiety. Initial findings regarding the program’s effectiveness are presented. We conclude by discussing the challenges involved in implementing treatment protocols in schools and provide suggestions to address these issues.
Mary Guardino - One of the best experts on this subject based on the ideXlab platform.
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School-Based Intervention for Adolescents with Social Anxiety Disorder: Results of a Controlled Study
Journal of abnormal child psychology, 2005Co-Authors: Carrie Masia-warner, Rachel G. Klein, Heather C. Dent, Paige H. Fisher, Jose Alvir, Anne Marie Albano, Mary GuardinoAbstract:Social anxiety disorder, whose onset peaks in adolescence, is associated with significant impairment. Despite the availability of effective treatments, few affected youth receive services. Transporting Interventions into schools may circumvent barriers to treatment. The efficacy of a School-Based Intervention for social anxiety disorder was examined in a randomized wait-list control trial of 35 adolescents (26 females). Independent evaluators, blind to treatment condition, evaluated participants at preIntervention, postIntervention, and 9 months later. Adolescents in the Intervention group demonstrated significantly greater reductions than controls in social anxiety and avoidance, as well as significantly improved overall functioning. In addition, 67% of treated subjects, compared to 6% of wait-list participants, no longer met criteria for social phobia following treatment. Findings support the possible efficacy of School-Based Intervention for facilitating access to treatment for socially anxious adolescents.
David Manson - One of the best experts on this subject based on the ideXlab platform.
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A Comparison of School-Based Intervention Teams: Implications for Educational and Legal Reform
Exceptional Children, 1999Co-Authors: Michael W. Bahr, Elizabeth Whitten, Lisa A. Dieker, Catherine E. Kocarek, David MansonAbstract:This study examined the practices of School-Based Intervention teams. Six hundred and eighty professionals, representing 121 Intervention teams from Michigan, Illinois, and Wisconsin, participated in the study. Team members and problem identifiers (who brought at least one case to the team) completed a survey investigating (a) the nature of referrals addressed by the team, (b) perceptions of team effectiveness, (c) identification of professionals who best facilitate team problem-solving via their knowledge and communication skills, and (d) use of quality indices in Intervention development and implementation. Findings revealed several positive practices by teams from all states. However, teams from Illinois displayed consistent superiority across several measures. Discussion focuses on implications for practice and educational and legal reform.
