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在阅读干预中集成的认知行为焦虑管理计划的有效性
Amie E Grills1, Sharon Vaughn2,3, Chelsey Bowman4,5
1Counseling Psychology and Applied Human Development, Boston University, Boston, MA, USA.
International journal of cognitive therapy
|November 25, 2024
概括
将焦虑管理与阅读干预相结合,对阅读困难的读者来说是有前途的. 这种综合方法 (RANX) 减少了焦虑症状,特别是在焦虑程度高的人群中,尽管需要更多的研究.
科学领域:
- 教育心理学教育心理学
- 临床心理学 临床心理学
- 发展心理学 发展心理学
背景情况:
- 在小学高年级难以阅读的读者经常经历焦虑,这可能会阻碍学术进步.
- 现有的干预措施可能无法充分解决阅读困难和焦虑的同时发生.
- 综合干预可以提供一种更全面的方法来支持这些学生.
研究的目的:
- 为了评估一个为期两年的综合焦虑管理和阅读干预 (RANX) 对于高年级阅读者而言的有效性.
- 为了比较RANX干预与阅读干预与数学事实实践 (RMATH) 和一组业务如常 (BaU) 控制组.
- 检查干预对各种焦虑结果的影响.
主要方法:
- 128名阅读困难的读者被随机分配到RANX,RMATH或BaU条件中.
- 该干预跨越了2年,在基线,1年和2年后测试中收集了数据.
- 测量了焦虑结果,包括身体症状,阅读焦虑和社交焦虑.
主要成果:
- 与BaU条件相比,RANX条件显示出有希望的结果,尽管并不总是统计学上显著.
- 在RANX组中,在基线时平均焦虑的学生表现出减少的身体焦虑症状 (1年) 和阅读焦虑 (2年).
- 与对照组相比,在RANX组中,在基线时焦虑程度较高的学生在RANX组中表现出较低的社会焦虑 (2年).
结论:
- 将焦虑管理与阅读干预相结合,对阅读困难的读者来说具有重大前景.
- 兰克斯干预表明,在特定的学生子组中,有潜力减少焦虑症状.
- 建议进行进一步的充足功率的试验,以确认这些发现,并探索更广泛的应用.
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