A rapid review and meta-analysis of the effectiveness of cognitive behavioral therapies for anxiety in school-age children who have an intellectual disability or borderline intellectual functioning.
| dc.contributor.advisor | Benson, Nicholas F. | |
| dc.creator | Fritz, Stephanie E., 1991- | |
| dc.date.accessioned | 2024-07-30T12:42:11Z | |
| dc.date.available | 2024-07-30T12:42:11Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:42:11Z | |
| dc.description.abstract | The present study addresses the need for a review of research on the topic of cognitive behavior therapy (CBT) for targeting anxiety signs and symptoms in school age children and young adults (age 5-21) who have an intellectual disability (ID) or borderline intellectual functioning (BIF). This research gap was addressed by conducting a rapid review and meta-analysis on the topic. A rapid review was conducted to gain knowledge on the topic in order to quickly share with relevant stakeholders. Six studies met the inclusion criteria for the rapid review. Three of the six studies met additional criteria for meta-analysis. The primary researcher synthesized the data on this topic by calculating the standardized mean difference for the changes in participant anxiety between pre and post intervention. Results were inconclusive as to whether CBT was effective at reducing anxiety in school-age children with ID or BIF. Although the standardized mean difference was moderate to large, the results were not statistically significant g = 0.72, p = 0.38). A high standard error (SE = 0.65) and wide confidence interval 95% CI [-2.07, 3.51] indicate that the study did not yield a precise quantitative summary of the impact of CBT on anxiety in school-age children who have an ID or BIF. Limitations of the current study included use of a rapid review instead of a more in-depth review process, results being inconclusive and non-significant, and the fact that moderator analysis was precluded by the small number of studies in this area. Future studies with larger sample sizes, along with moderator analyses that examine potential sources of heterogeneity among these studies, are needed. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12857 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | A rapid review and meta-analysis of the effectiveness of cognitive behavioral therapies for anxiety in school-age children who have an intellectual disability or borderline intellectual functioning. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Educational Psychology. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ph.D. | |
| thesis.degree.program | School Psychology | |
| thesis.degree.school | Baylor University |
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