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DOES BEHAVIORAL TREATMENT FOR CHILDREN WITH SOCIAL ANXIETY DISORDER CHANGE VOCAL CHARACTERISTICS?
Title
DOES BEHAVIORAL TREATMENT FOR CHILDREN WITH SOCIAL ANXIETY DISORDER CHANGE VOCAL CHARACTERISTICS?.
Creator
Kroytor, Anya, Beidel, Deborah, University of Central Florida
Abstract / Description
Children with Social Anxiety Disorder (SAD) characterized by persistent shyness and anxiety in social or performance situation, exhibit social skills deficits. These deficits include difficulty initiating conversations, maintaining eye contact, and taking turns when speaking, which in turn leads to impairments in their daily interactions and development of peer relationships (Greco, 2005; Miers, 2010). Although there are many subjective assessments for treatment outcomes for children with SAD...
Show moreChildren with Social Anxiety Disorder (SAD) characterized by persistent shyness and anxiety in social or performance situation, exhibit social skills deficits. These deficits include difficulty initiating conversations, maintaining eye contact, and taking turns when speaking, which in turn leads to impairments in their daily interactions and development of peer relationships (Greco, 2005; Miers, 2010). Although there are many subjective assessments for treatment outcomes for children with SAD, in order to become more thorough and effective when assessing treatment outcomes, more objective measures of actual behaviors are needed. This study uses digital vocal analysis to examine vocal parameters associated with anxiety such as pitch and volume in children with SAD pre and post treatment. Measuring vocal parameters during role-play behavioral assessment tasks allowed us to examine whether the software was capable of detecting differences in vocal characteristics that are consistent with the clinical presentation of the disorder. Children with SAD showed differences in vocal characteristics pre to post treatment, in regards to pitch, pitch variability, volume, and volume variability. There were significant changes in volume pre to post treatment, however the changes in pitch, pitch variability, and volume variability were not significant. These results suggest that post SET-C treatment, certain vocal characteristics, (one of the social skills deficits exhibited by children with SAD) improved. Implications of the findings are discussed.
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Date Issued
2012
Identifier
CFH0004148, ucf:44819
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004148
Social Skills and Social Acceptance in Childhood Anxiety Disorders
Title
Social Skills and Social Acceptance in Childhood Anxiety Disorders.
Creator
Scharfstein, Lindsay, Beidel, Deborah, Rapport, Mark, Sims, Valerie, University of Central Florida
Abstract / Description
The present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social...
Show moreThe present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social Vignette Task) and (c) to examine the relationship between anxiety diagnosis and social acceptance. Parent questionnaire data indicated that both youth with SAD and GAD experienced difficulties with assertiveness, whereas children with SAD experienced a broader range of social skills difficulties. Blinded observers' ratings during the behavioral assessment social tasks indicated that compared to children with GAD and TD children, children with SAD have deficits in social behaviors and social knowledge across settings, including speech latency, a paucity of speech, few spontaneous comments, questions and exclamations, and ineffective social responses. In addition, vocal analysis revealed that children with SAD were characterized by anxious speech patterns. By comparison, children with GAD exhibited non-anxious speech patterns and did not differ significantly from TD youth on social behaviors, with the exception of fewer spontaneous comments and questions. Lastly, children with SAD were perceived as less likeable and less socially desirable by their peers than both children with GAD and TD children. Clinical implications of these findings are discussed.
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Date Issued
2013
Identifier
CFE0004932, ucf:49631
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004932
EXPLORING A RELATIONSHIP BETWEEN SOCIAL ANXIETY DISORDER AND BILINGUALISM
Title
EXPLORING A RELATIONSHIP BETWEEN SOCIAL ANXIETY DISORDER AND BILINGUALISM.
Creator
James, Nicholas, Beidel, Deborah, University of Central Florida
Abstract / Description
This study investigated the possible relationship between bilingualism and social anxiety disorder. Past research has indicated developmental delays in language as increasing risk for other psychological difficulties. With the pressure to learn two languages, possibly in the drastically different environments of home, school, and/or work, individuals may be vulnerable to becoming socially anxious in conjunction with language use. This study examined a series of factors surrounding linguistic...
Show moreThis study investigated the possible relationship between bilingualism and social anxiety disorder. Past research has indicated developmental delays in language as increasing risk for other psychological difficulties. With the pressure to learn two languages, possibly in the drastically different environments of home, school, and/or work, individuals may be vulnerable to becoming socially anxious in conjunction with language use. This study examined a series of factors surrounding linguistic development and reports of social anxiety. Participants were divided into 4 groups: Socially Anxious (SA; n = 43) monolinguals, Non-Socially Anxious (Non-SA; n = 81) monolinguals, SA bilinguals (n = 30), and Non-SA bilinguals (n = 43). Measures of social anxiety, linguistic ability, and demographic information were collected and compared. The results of this study showed no direct link between bilingualism and SAD. However results raised other questions as there was an overrepresentation of SA bilinguals having accents when compared with Non-SA bilingual individuals.
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Date Issued
2014
Identifier
CFH0004676, ucf:45285
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004676
PRE-SCREEN OF TRAITS THAT LEAD TO POST-TRAUMATIC STRESS DISORDER
Title
PRE-SCREEN OF TRAITS THAT LEAD TO POST-TRAUMATIC STRESS DISORDER.
Creator
Lee, Krystal, Hancock, Peter, University of Central Florida
Abstract / Description
Post-Traumatic Stress Disorder (PTSD) is a disorder that is affecting many lives and families. Since it is believed that over 50% of Americans will experience a traumatic event and 25% will experience multiple traumatic events, PTSD is an issue that cannot be overlooked. Although PTSD is most commonly associated with war victims, the official definition of PTSD was stated in the DSM-IV as "an extreme traumatic stressor involving direct personal experience or that involves actual or threatened...
Show morePost-Traumatic Stress Disorder (PTSD) is a disorder that is affecting many lives and families. Since it is believed that over 50% of Americans will experience a traumatic event and 25% will experience multiple traumatic events, PTSD is an issue that cannot be overlooked. Although PTSD is most commonly associated with war victims, the official definition of PTSD was stated in the DSM-IV as "an extreme traumatic stressor involving direct personal experience or that involves actual or threatened death or serious injury or other threat to one's physical integrity; or witness to an event that involves death, injury, or a threat to the integrity of another person..." This definition shows that PTSD can be generalized to not only war victims but to anyone who has a traumatic experience.This study shows 82% of the participants are likely to experience PTSD if exposed to a traumatic event. This study provides a pre-screen of traits that likely lead to PTSD, in hopes to raise awareness and provide a potential cure and preventative measure in the future. Current forms of treatment include cognitive therapy; however, there is no solution. The usage of simulations such as Virtual Reality Exposure (VRE) could provide both a treatment but also a preventative measure.
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Date Issued
2011
Identifier
CFH0003850, ucf:44690
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003850
Do Olfactory Stimuli Increase Presence During Exposure Tasks: A Comparative Study
Title
Do Olfactory Stimuli Increase Presence During Exposure Tasks: A Comparative Study.
Creator
Munyan, Benson, Neer, Sandra, Beidel, Deborah, Jentsch, Florian, University of Central Florida
Abstract / Description
Exposure therapy (ET) is an extensively studied and supported treatment for anxiety and trauma-related disorders. ET works by exposing the patient to the feared object or situation without any danger in order to overcome the related anxiety. Over the past few years, various technologies including head-mounted displays (HMDs), scent machines, and headphones have been used to augment the exposure therapy process by presenting multi-sensory cues (e.g., sights, smells, sounds) to increase the...
Show moreExposure therapy (ET) is an extensively studied and supported treatment for anxiety and trauma-related disorders. ET works by exposing the patient to the feared object or situation without any danger in order to overcome the related anxiety. Over the past few years, various technologies including head-mounted displays (HMDs), scent machines, and headphones have been used to augment the exposure therapy process by presenting multi-sensory cues (e.g., sights, smells, sounds) to increase the patient's sense of presence. While studies have shown that scents can elicit emotionally charged memories, no prior research could be identified that examined the effect of olfactory stimuli upon the patient's sense of presence during exposure tasks. In this study, the effect of olfactory stimuli on subject's sense of presence was assessed via psychophysiological response (electrodermal activity), visual scanning, and self-report measures. Linear Mixed Modeling showed relationships between olfactory stimuli and presence ratings as well as self-reported anxiety levels, but not visual scanning or physiological arousal. Recommendations were made for continued research in the union of olfactory stimuli, presence, and exposure therapy.
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Date Issued
2015
Identifier
CFE0005850, ucf:50931
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005850
THE RELATIONSHIP BETWEEN PSYCHOMETRICALLY-DEFINED SOCIAL ANXIETY AND WORKING MEMORY PERFORMANCE
Title
THE RELATIONSHIP BETWEEN PSYCHOMETRICALLY-DEFINED SOCIAL ANXIETY AND WORKING MEMORY PERFORMANCE.
Creator
Paskowski, Timothy, Bedwell, Jeffrey, University of Central Florida
Abstract / Description
Anxiety disorders are among the most commonly diagnosed class of mental illness in the United States, and often involve abnormally high levels of stress and social fear. Despite high lifetime prevalence rates, social anxiety disorder (SAD) has remarkably low diagnosis and treatment rates. Furthermore, while individuals with other specific psychiatric disorders tend to exhibit significant neuropsychological deficits, neuropsychological functioning in individuals with SAD remains largely...
Show moreAnxiety disorders are among the most commonly diagnosed class of mental illness in the United States, and often involve abnormally high levels of stress and social fear. Despite high lifetime prevalence rates, social anxiety disorder (SAD) has remarkably low diagnosis and treatment rates. Furthermore, while individuals with other specific psychiatric disorders tend to exhibit significant neuropsychological deficits, neuropsychological functioning in individuals with SAD remains largely untested. A majority of the few existing studies concerning neuropsychological performance in SAD samples focus on specific functions, and their limited results are highly mixed. The primary objective of this investigation was to provide a more thorough, broad assessment of both auditory and visual working memory as related to psychometrically-defined social anxiety disorder. In addition, this study aimed to help clarify as to whether such deficits are related to the construct of social anxiety, or whether any potential deficits are better explained by generalized state and/or trait (in-the-moment) anxiety. The implications of a deficit in the visual and/or auditory working memory domains are multifaceted. For example, such a deficit may lead to the inability to detect visual cues in social situations. The inability to process these social cues has the potential to exacerbate some SAD- related symptoms, such as fear of humiliation and judgment. Twenty-nine college students completed both phases of this study, including an assessment of state and trait anxiety as well as social phobia and a four-part working memory battery. An analysis of the Phase II data indicates that individual scores on the four measures of both visual and auditory working memory did not relate to trait and/or state anxiety or psychometrically-defined social anxiety. Thus, it appears that social, generalized trait, and generalized state anxiety do not relate to a neuropsychological deficit in either type of working memory in this sample population. However, we did find a statistical trend suggesting that as social anxiety increased, there was a relative decrease in visual vs. auditory working memory. This statistical trend remained after covarying for state and trait anxiety respectively. Therefore, future research in this area should examine the discrepancy in performance between the auditory and visual working memory domains as it relates to both diagnosed social phobia and psychometrically-defined social anxiety.
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Date Issued
2011
Identifier
CFH0003798, ucf:44744
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003798
THE RISKS AND BENEFITS OF SELECTIVE SEROTONIN REUPTAKE INHIBITORS AND THE EFFECT OF PARENT-CHILD COMPLIANCE ON MEDICATION TEACHING IN PEDIATRIC ANXIETY DISORDERS
Title
THE RISKS AND BENEFITS OF SELECTIVE SEROTONIN REUPTAKE INHIBITORS AND THE EFFECT OF PARENT-CHILD COMPLIANCE ON MEDICATION TEACHING IN PEDIATRIC ANXIETY DISORDERS.
Creator
Nizam, Sabiha, Dever, Kimberly, University of Central Florida
Abstract / Description
Pediatric anxiety disorders characterized as Generalized, Separation, and Social Anxiety Disorders, are chronic debilitating conditions that leave children feeling tense and isolated, both physically and emotionally. Selective serotonin reuptake inhibitors (SSRIs) are a classification of antidepressants that can be prescribed to children diagnosed with these disorders. SSRIs have been shown to be effective in treating anxiety disorders in children. The purpose of this literature review was to...
Show morePediatric anxiety disorders characterized as Generalized, Separation, and Social Anxiety Disorders, are chronic debilitating conditions that leave children feeling tense and isolated, both physically and emotionally. Selective serotonin reuptake inhibitors (SSRIs) are a classification of antidepressants that can be prescribed to children diagnosed with these disorders. SSRIs have been shown to be effective in treating anxiety disorders in children. The purpose of this literature review was to examine and determine if there are more risks or benefits associated with SSRIs, as well as evaluate teaching and education regarding anxiety disorder medication compliance in both children and parents. A secondary purpose of this research was to provide recommendations in nursing practice to allow children to feel more involved in their medical regimen. The following databases were used for the search: CINAHL, Academic Search Premier, and Web of Science. Key terms used in the search include but are not limited to: child* and anxiety, not autism, and selective serotonin reuptake inhibitors, OR SSRI*, OR adolsecen*, not med*, pediatric*, OR side effects. The results suggest that the benefits of SSRI therapy in children with anxiety disorder, when taken on a regularly scheduled basis, outweigh the risks, however more research aimed at compliance with SSRI therapy in children and parents is necessary. Further research analyzing children with anxiety disorders is needed to assess SSRI usage based specifically on their developmental age, and the inclusion of appropriate teaching and explanation related to their diagnoses to identifying stressors that can include behavioral therapy as well.
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Date Issued
2016
Identifier
CFH2000020, ucf:45574
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000020
Evaluating the utility of a virtual environment for childhood social anxiety disorder
Title
Evaluating the utility of a virtual environment for childhood social anxiety disorder.
Creator
Wong, Nina, Beidel, Deborah, Rapport, Mark, Sims, Valerie, University of Central Florida
Abstract / Description
Objective: Two significant challenges for the dissemination of social skills training programs are (a) the need to provide sufficient practice opportunities to assure skill consolidation and (b) the need to assure skill generalization (i.e., use of the skills outside the clinic setting). In the case of social anxiety disorder, virtual environments may provide one strategy to address these issues. This investigation describes the development of an interactive skills-oriented virtual school...
Show moreObjective: Two significant challenges for the dissemination of social skills training programs are (a) the need to provide sufficient practice opportunities to assure skill consolidation and (b) the need to assure skill generalization (i.e., use of the skills outside the clinic setting). In the case of social anxiety disorder, virtual environments may provide one strategy to address these issues. This investigation describes the development of an interactive skills-oriented virtual school environment and evaluated its utility for the treatment of social anxiety disorder in preadolescent children (Study 1). This environment included both in-clinic and at-home solutions. In addition, a pilot replication/extension study further examined preliminary treatment efficacy between children who received a standard multi-component treatment and children who received the modified treatment with social skills practice in a virtual environment (Study 2). Method: Eleven children with a primary diagnosis of social anxiety disorder between 7 to 12 years old participated in the initial feasibility trial (Study 1). Five additional children participated in the replication/extension study (Study 2). To investigate preliminary treatment efficacy, clinical outcome measures for the Study 2 sample were compared to a comparison sample who received the standard treatment. Results: Overall, the virtual environment program was viewed as acceptable, feasible, and credible treatment components to children, parents, and clinicians alike but modifications would likely improve the current version. Additionally, although preliminary, children who received the modified treatment with virtual environment practice demonstrated significant improvement at post-treatment on clinician ratings but not parent or self-reported measures. Conclusion: Virtual environments are feasible, acceptable, and credible treatment components for clinical use. Future investigations will determine if the addition of this dose-controlled and intensive social skills practice results in treatment outcome equivalent to traditional cognitive-behavioral programs.
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Date Issued
2013
Identifier
CFE0004962, ucf:49583
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004962
Optimizing Strategies for In Vivo Exposure in the Traditional Clinical Setting
Title
Optimizing Strategies for In Vivo Exposure in the Traditional Clinical Setting.
Creator
Owens, Maryann, Beidel, Deborah, Cassisi, Jeffrey, Bowers, Clint, Neer, Sandra, University of Central Florida
Abstract / Description
This study examined the ability of a pre-recorded videoconferencing (VC) audience to elicit the physiological and subjective arousal associated with Social Anxiety Disorder (SAD) when giving a formal presentation. This study had three objectives: (a) to determine whether speaking to the VC audience elicited significant increases in physiological response (e.g., heart rate and electrodermal activity) and subjective distress over baseline resting conditions (b) to determine whether the VC task...
Show moreThis study examined the ability of a pre-recorded videoconferencing (VC) audience to elicit the physiological and subjective arousal associated with Social Anxiety Disorder (SAD) when giving a formal presentation. This study had three objectives: (a) to determine whether speaking to the VC audience elicited significant increases in physiological response (e.g., heart rate and electrodermal activity) and subjective distress over baseline resting conditions (b) to determine whether the VC task more closely replicates the physiological and subjective experience of giving a speech to a comparable real-life audience than levels elicited by a Virtual Reality (VR) environment and (c) to determine whether the VC task elicited higher levels of presence and fear of negative evaluation than the VR task, more closely replicating levels elicited by an in vivo speech. All participants gave an impromptu speech under three conditions: in vivo, VC, and VR audience while measures of physiological arousal, self-reported distress, and presence were obtained. Results demonstrated that the VC task elicited significantly greater increases in heart rate, electrodermal activity, and self-reported distress than the VR task and VC responses were not significantly different from in vivo. In addition, participants reported levels of immersion and fear of negative evaluation during the VC task that were significantly greater than during the VR task, and did not differ significantly from in vivo. Clinical implications of these findings including cost effectiveness and the role of VC in the treatment of SAD are discussed.
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Date Issued
2016
Identifier
CFE0006367, ucf:51513
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006367
Psychopathology and Functional Impairment in Adolescents with Social Anxiety Disorder
Title
Psychopathology and Functional Impairment in Adolescents with Social Anxiety Disorder.
Creator
Mesa, Franklin, Beidel, Deborah, Cassisi, Jeffrey, Neer, Sandra, University of Central Florida
Abstract / Description
Although social anxiety disorder is most often diagnosed during adolescence, few investigations have examined the clinical presentation of this disorder exclusively in adolescents. Prior studies have demonstrated that some clinical features of SAD in adolescents are unique relative to younger children with the condition. Furthermore, the extant literature on daily functional impairment in this population is limited. In this investigation, multiple areas of functioning were examined in...
Show moreAlthough social anxiety disorder is most often diagnosed during adolescence, few investigations have examined the clinical presentation of this disorder exclusively in adolescents. Prior studies have demonstrated that some clinical features of SAD in adolescents are unique relative to younger children with the condition. Furthermore, the extant literature on daily functional impairment in this population is limited. In this investigation, multiple areas of functioning were examined in adolescents with SAD (n = 16) and normal control adolescents (n = 14): specific social skills, subjective distress and physiological reactivity during one speech performance task and one social interaction task; alcohol use and expectancies; subjective and objective quality of sleep; and daily distressing social activities. No differences were observed in sleep actigraphy, self-reported sleep difficulties, alcohol use, or alcohol expectancies. Adolescents with SAD reported greater distress during both analogue tasks relative to NC adolescents. During the speech task, adolescents with SAD exhibited significantly greater speech latency (4.42 seconds vs. 1.75 seconds) and spoke significantly less (83.09 seconds vs. 167.75 seconds) than NC adolescents. Additionally, SAD participants manifested greater skin conductance during the speech task. During the social interaction, adolescents with SAD asked significantly fewer questions (2.20 vs. 7.07) and required significantly more confederate prompts (2.33 vs. 1.14) to stimulate interaction. Finally, adolescents with SAD reported more frequent anxiety-provoking situations in their daily lives and greater avoidance of these situations, including answering questions in class, assertive communication, and interacting with a group. The findings are discussed with respect to the current understanding of alcohol use, quality of sleep, and social functioning in adolescents with SAD.
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Date Issued
2013
Identifier
CFE0004891, ucf:49648
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004891
HOW SYMPTOMS OF ANXIETY, DEPRESSION, ATTENTION DEFICIT DISORDER (ADD) OR ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) CONTRIBUTE TO STUDENTS SELF-MEDICATING VIA MARIJUANA AND NON-MEDICAL PRESCRIPTION DRUGS
Title
HOW SYMPTOMS OF ANXIETY, DEPRESSION, ATTENTION DEFICIT DISORDER (ADD) OR ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) CONTRIBUTE TO STUDENTS SELF-MEDICATING VIA MARIJUANA AND NON-MEDICAL PRESCRIPTION DRUGS.
Creator
Thomas, Maria, Donley, Dr. Amy, University of Central Florida
Abstract / Description
This study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their...
Show moreThis study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their overall perceptions of their intended effects of the drug and answers why students do not seek professional help for their anxiety, depression and impulsivity symptoms. Results from the survey indicate that students who report NMPD use self- reported higher symptoms of anxiety, depression and impulsivity. NMPD users reported higher percentages of other substance abuse compared to nonusers. The most prominent NMPD's used by students are Adderall and Vicoden or Codeine. Data also indicates student's primary reasons for their NMPD use are related to academic purposes; as opposed to nonacademic. This analysis is further supported by the fact that the majority of NMPD users did not use before they began college and do not use while classes are not is session. Furthermore, students perceive their overall intended effects of their NMPD use to be beneficial, despite the known risks associated with their drug use. By examining college student's current NMPD use we can provide alternative solutions to students who are self-medicating as a coping mechanism for underlying issues or mental health disorders. Also, we can provide them with the necessary services in order to address their problems professionally.
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Date Issued
2013
Identifier
CFH0004445, ucf:45114
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004445
Does Virtual Reality Elicit Physiological Arousal in Social Anxiety Disorder
Title
Does Virtual Reality Elicit Physiological Arousal in Social Anxiety Disorder.
Creator
Owens, Maryann, Beidel, Deborah, Cassisi, Jeffrey, Bowers, Clint, Neer, Sandra, University of Central Florida
Abstract / Description
The present study examined the ability of a Virtual Reality (VR) public speaking task to elicit physiological arousal in adults with SAD (n=25) and Controls (n=25). A behavioral assessment paradigm was employed to address three study objectives: (a) to determine whether the VR task can elicit significant increases in physiological response over baseline resting conditions (b) to determine if individuals with SAD have a greater increase from baseline levels of physiological and self-reported...
Show moreThe present study examined the ability of a Virtual Reality (VR) public speaking task to elicit physiological arousal in adults with SAD (n=25) and Controls (n=25). A behavioral assessment paradigm was employed to address three study objectives: (a) to determine whether the VR task can elicit significant increases in physiological response over baseline resting conditions (b) to determine if individuals with SAD have a greater increase from baseline levels of physiological and self-reported arousal during the in vivo speech task as opposed to the VR speech task and (c) to determine whether individuals with SAD experience greater changes in physiological and self-reported arousal during each speech task compared to controls. Results demonstrated that the VR task was able to elicit significant increases in heart rate, skin conductance, and respiratory sinus arrhythmia, but did not elicit as much physiological or self-reported arousal as the in vivo speech task. In addition, no differences were found between groups. Clinical implications of these findings are discussed.
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Date Issued
2013
Identifier
CFE0004906, ucf:49624
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004906