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Title: NEUROPSYCHOLOGICAL FUNCTIONING IN SOCIAL PHOBIA.
Creator: Sutterby, Scott, Bedwell, Jeffrey, University of Central Florida
Abstract / Description: The purpose of the current study was to clarify the neurocognitive mechanisms underlying social phobia. Previous research has identified some specific group differences in neurocognitive functioning between individuals diagnosed with social phobia and nonpsychiatric controls, but has failed to administer a comprehensive neuropsychological battery to a social phobia patient group, resulting in a piecemeal understanding of the neurocognitive functioning of this population and an incomplete...
Show moreThe purpose of the current study was to clarify the neurocognitive mechanisms underlying social phobia. Previous research has identified some specific group differences in neurocognitive functioning between individuals diagnosed with social phobia and nonpsychiatric controls, but has failed to administer a comprehensive neuropsychological battery to a social phobia patient group, resulting in a piecemeal understanding of the neurocognitive functioning of this population and an incomplete picture of the neuropsychological profile inherent to this group. The present research utilized a broader collection of neuropsychological tests to assess nine cognitive domains: Verbal Learning, Verbal Delayed Memory, Visual Immediate Memory, Visual Delayed Memory, Visual-Spatial Processing, Verbal Working Memory, Visual Working Memory, Executive Functioning, and Attention. A mixed analysis of variance (ANOVA) did not reveal a significant group by cognitive domain interaction, nor a significant main effect of group. As this was the first study to examine multiple cognitive domains in a single sample of individuals with generalized social phobia, exploratory univariate analyses were performed to examine group differences for the specific cognitive domains. This revealed significant group differences specific to the Visual Working Memory domain, with the social phobia group scoring significantly lower than the nonpsychiatric control group. Implications of these findings and directions for future research are discussed.
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Date Issued: 2009
Identifier: CFE0002859, ucf:48049
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002859

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

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

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

Title: INCREASED LEVELS OF ANXIETY REVEALING CHARACTERISTICS OF SOCIAL PHOBIA ELUCIDATED BY SMART PHONE USE.
Creator: Richardson , Mark, Beidel, Deborah, University of Central Florida
Abstract / Description: Students at the University of Central Florida completed two self-report inventories: the SPAI-23, (Social Phobia and Anxiety Inventory - 23) and MPPUS (Mobile Phone Problem Use Scale) to determine if there is a relationship between social phobia and problematic mobile phone use. Fifty one students (N = 51) completed both surveys and the results indicated that there was a small but positive relationship between problematic cell phone use and social phobia symptoms, r=.28, p=.05. The results...
Show moreStudents at the University of Central Florida completed two self-report inventories: the SPAI-23, (Social Phobia and Anxiety Inventory - 23) and MPPUS (Mobile Phone Problem Use Scale) to determine if there is a relationship between social phobia and problematic mobile phone use. Fifty one students (N = 51) completed both surveys and the results indicated that there was a small but positive relationship between problematic cell phone use and social phobia symptoms, r=.28, p=.05. The results are discussed in terms of how social phobia might increase problematic phone use.
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Date Issued: 2012
Identifier: CFH0004241, ucf:44931
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004241

Title: PERCEPTION OF FACIAL EXPRESSIONS IN SOCIAL ANXIETY AND GAZE ANXIETY.
Creator: Necaise, Aaron, Neer, Sandra, University of Central Florida
Abstract / Description: This study explored the relationship between gaze anxiety and the perception of facial expressions. The literature suggests that individuals experiencing Social Anxiety Disorder (SAD) might have a fear of making direct eye contact, and that these individuals also demonstrate a hypervigilance towards the eye region. It was thought that this increased anxiety concerning eye contact might be related to the tendency of socially anxious individuals to mislabel emotion in the faces of onlookers. A...
Show moreThis study explored the relationship between gaze anxiety and the perception of facial expressions. The literature suggests that individuals experiencing Social Anxiety Disorder (SAD) might have a fear of making direct eye contact, and that these individuals also demonstrate a hypervigilance towards the eye region. It was thought that this increased anxiety concerning eye contact might be related to the tendency of socially anxious individuals to mislabel emotion in the faces of onlookers. A better understanding of the cognitive biases common to SAD could lead to more efficient intervention and assessment methods. In the present study, the Depression Anxiety Stress Scale-21 (DASS-21) and the Social Phobia and Anxiety Inventory-23 (SPAI-23) were used to measure social anxiety, depression, and overall distress. These forms allowed us to separate participants who reported high socially anxious and depressive traits from those in the normal range. We then compared anxiety concerning mutual eye contact as measured by the Gaze Anxiety Rating Scale (GARS) to performance on a facial recognition task. Performance was measured as recognition accuracy and average perceived intensity of onlooker expression on a scale of 1-5. A linear regression analysis revealed that higher GARS scores were related to higher perceived intensity of emotion by socially anxious individuals. An exploratory correlation analysis also revealed that higher gaze anxiety was related to lower accuracy at identifying neutral emotions and higher accuracy at identifying angry emotions. While past research has demonstrated these same biases by socially anxious individuals, gaze anxiety had not been explored extensively. Future research should investigate gaze anxiety�s role as a moderating variable.
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Date Issued: 2016
Identifier: CFH2000039, ucf:45554
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000039

Title: SOCIAL ANXIETY AND SUBTYPES OF EMPATHY: THE MODERATING INFLUENCE OF BIOLOGICAL SEX.
Creator: Berg, Samantha K, Bedwell, Jeffrey, University of Central Florida
Abstract / Description: Only a few studies have examined relationships between social anxiety and subtypes of empathy. Findings are mixed. The present study examined social anxiety severity on a continuum and how it related to affective and cognitive empathy in 684 nonpsychiatric adults (77% female). Participants completed an online battery of measures that included: a self-report measure of social anxiety severity (Fear of Negative Evaluation), a self-report measure with subscales for affective and cognitive...
Show moreOnly a few studies have examined relationships between social anxiety and subtypes of empathy. Findings are mixed. The present study examined social anxiety severity on a continuum and how it related to affective and cognitive empathy in 684 nonpsychiatric adults (77% female). Participants completed an online battery of measures that included: a self-report measure of social anxiety severity (Fear of Negative Evaluation), a self-report measure with subscales for affective and cognitive empathy (Interpersonal Reactivity Index), and a behavioral measure of cognitive empathy (Reading the Mind in the Eyes Task; MIE). After statistically covarying for general anxiety severity, biological sex moderated the relationship between social anxiety severity and performance on the MIE task. In women, a higher severity of social anxiety related to better performance on the MIE. This relationship was not statistically significant in men. IRI subscale scores did not show significant main effects or interactions with sex in relation to social anxiety. The findings suggest a possible difference in how each sex experiences and/or develops social anxiety. This has implications for assessment and treatment. Future research should examine these relationships in more diverse psychiatric samples.
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Date Issued: 2018
Identifier: CFH2000449, ucf:45871
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000449

Title: AN EXAMINATION OF PSYCHOLOGICAL DISORDERS, SOCIAL ANXIETY, AND PERFECTIONISM IN HIGH-ACHIEVING UNDERGRADUATE STUDENTS.
Creator: Elliott, Amy, Rovito, Michael, University of Central Florida
Abstract / Description: There is a long-standing debate on whether high-achieving students experience a better or worse psychological well-being than their peers. This retrospective cohort study adds to the current literature by examining the differences in rates of psychological disorders, social anxiety, and perfectionism between high-achieving and typical undergraduate students. A convenience sample of 357 students was gathered from the University of Central Florida (UCF). Participants were asked to fill out a...
Show moreThere is a long-standing debate on whether high-achieving students experience a better or worse psychological well-being than their peers. This retrospective cohort study adds to the current literature by examining the differences in rates of psychological disorders, social anxiety, and perfectionism between high-achieving and typical undergraduate students. A convenience sample of 357 students was gathered from the University of Central Florida (UCF). Participants were asked to fill out a brief survey which included questions about demographics, grade point average (GPA), social anxiety, perfectionism, enrollment in The Burnett Honors College, inclusion in any childhood gifted programs, and diagnosis of psychological disorders. Two groups (a High-Achieving group and a Comparison group) were formed based on GPA scores and enrollment in The Burnett Honors College at UCF. Relative risk and chi-squared analyses were conducted to see if there was a significant relationship between group classification and the incidence of psychological disorders, self-injury, and social anxiety. T-tests were used to compare group means of social anxiety and perfectionism. A statistically significant relationship was found between group classification and the incidence of psychological disorders, self-injury, and social anxiety (p = .033, p = .028, and p < .001). The High-Achieving group scored significantly higher on the SPAI-23 SP Subscale (p = .032), the SPAI-23 Difference Score (p < .001), and the APS-R Standards Subscale (p < 0.001). Altogether, the findings of this study indicate that High-Achieving undergraduate students experience a worse psychological well-being than their typical undergraduate student peers.
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Date Issued: 2013
Identifier: CFH0004408, ucf:45131
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004408

Title: Using Exposure Therapy to Treat People Who Stutter: A Multiple Baseline Design.
Creator: Scheurich, Jennifer, Beidel, Deborah, Neer, Sandra, Vanryckeghem, Martine, University of Central Florida
Abstract / Description: Social anxiety disorder (SAD) is a debilitating condition, and it is estimated that approximately half of adults who stutter have SAD. Thus, there is a need for the assessment and treatment of SAD in this population. Cognitive-behavioral therapy (CBT) has shown promise in decreasing anxiety symptoms among adults who stutter and have SAD, but exposure, the key ingredient for successful CBT for SAD, has been understudied and underemphasized. The aims of this study were to develop an exposure...
Show moreSocial anxiety disorder (SAD) is a debilitating condition, and it is estimated that approximately half of adults who stutter have SAD. Thus, there is a need for the assessment and treatment of SAD in this population. Cognitive-behavioral therapy (CBT) has shown promise in decreasing anxiety symptoms among adults who stutter and have SAD, but exposure, the key ingredient for successful CBT for SAD, has been understudied and underemphasized. The aims of this study were to develop an exposure therapy protocol specifically for people who stutter and have SAD and to evaluate its efficacy for reducing anxiety and stuttering severity. Utilizing a multiple baseline design, six participants were randomized to receive zero, two, or four sessions of progressive muscle relaxation therapy. This served to establish the staggered start and to account for the common factors of therapy. All participants received ten sessions of exposure therapy. Participants recorded daily social anxiety levels, and anxiety and stuttering severity were assessed at major assessment points. All participants demonstrated substantial reductions in social anxiety and substantial improvements in the affective, behavioral, and cognitive experiences of stuttering following exposure therapy. No reliable change was observed for stuttering frequency. Results suggest that exposure therapy may be useful for people who stutter and have SAD, but will not necessarily influence their speech fluency. These findings underscore the importance of the assessment and treatment of SAD among adults who stutter and suggest that the integration of care between psychologists and speech-language pathologists may prove beneficial for this population.
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Date Issued: 2017
Identifier: CFE0006914, ucf:51702
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006914

Title: Using Technology in the Treatment of Selective Mutism: The Incorporation of Mobile Applications.
Creator: Bunnell, Brian, Beidel, Deborah, Rapport, Mark, Neer, Sandra, Hundley, Gulnora, University of Central Florida
Abstract / Description: Selective mutism (SM) is a diagnosis marked by withdrawal of speech in certain social situations. The treatment of SM is often a difficult and lengthy process and there are many barriers to successful intervention. Behavioral therapy is most effective in the treatment of SM and the addition of therapeutic activities such as games and mobile devices may provide distinct advantages to this treatment (i.e., decreased patient anxiety levels and more active engagement). The current investigation...
Show moreSelective mutism (SM) is a diagnosis marked by withdrawal of speech in certain social situations. The treatment of SM is often a difficult and lengthy process and there are many barriers to successful intervention. Behavioral therapy is most effective in the treatment of SM and the addition of therapeutic activities such as games and mobile devices may provide distinct advantages to this treatment (i.e., decreased patient anxiety levels and more active engagement). The current investigation examined the utility of mobile applications during the behavioral treatment of SM as well as the effect of using mobile applications on child-reported and physiological indicators of anxious responding. Results indicated that children made remarkable treatment gains in just two treatment sessions (i.e., spoke to the clinician within 22 minutes of treatment and held five, five-minute conversations with additional adults during a second session) regardless of modality of delivery (using mobile applications, other activities, or reinforcement alone). Children shaped to speak with the inclusion of mobile applications reported less anxiety and exhibited decreased physiological anxious distress during treatment. The utility of mobile applications during the treatment of SM is discussed in addition to areas for future research (e.g., mobile-based treatment dissemination initiatives).
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Date Issued: 2015
Identifier: CFE0005767, ucf:50087
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005767

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

Title: RISK FACTORS IDENTIFIED IN COLLEGE STUDENTS EXHIBITING SOCIAL PHOBIA.
Creator: Wallace, Kasie, McConnell, Daniel, University of Central Florida
Abstract / Description: College life is a unique experience in the life of many young adults that presents many challenges for which they might not be prepared, including living away from home and adapting to a new social and academic environment. In particular, these experiences may be particularly adverse for students with social phobia and may be predictors of academic and social problems, and may even predict dropout. The purpose of the present research is to identify possible connections between socially phobic...
Show moreCollege life is a unique experience in the life of many young adults that presents many challenges for which they might not be prepared, including living away from home and adapting to a new social and academic environment. In particular, these experiences may be particularly adverse for students with social phobia and may be predictors of academic and social problems, and may even predict dropout. The purpose of the present research is to identify possible connections between socially phobic tendencies and the social, emotional, and overall well-being of college students. Social phobia itself is an unnecessary and overwhelming fear of being scrutinized by others (National Institute of Mental Health 2009). By implementing the use of four psychological tests: the Social Phobia and Anxiety Inventory, Positive and Negative Affect Schedule, College Affiliation Questionnaire, and Life Orientation Test, this research sought to investigate the correlations existing between college students' self-reports on these measures through the use of the UCF Sona system. Students' personal characteristics and demographics were also examined correlationally along with their self-reports on all four measures. A total of 165 participants were used in this study. After gathering descriptive statistics from each test and their demographics, correlations were run between the four tests and then between demographic information and tests. The results showed social phobia having a positive correlation with negative affect and a negative relationship with positive affect. In turn, negative emotion was correlated with a lowered overall life orientation and a more pessimistic mindset. No strong correlations were identified between psychological tests and student characteristics as was previously thought. Overall, there are definite indicators that social anxiety has a negative impact on one's quality of life and emotions, however, more research needs to be done with more diverse sampling and different methodology to see if there is a link between particular student characteristics and prevalence rates of social anxiety within those characteristic subsets.
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Date Issued: 2014
Identifier: CFH0004562, ucf:45165
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004562

Title: Psychometric Properties of a Social Skills Assessment Using Virtual Environment.
Creator: Le, Thien-An, Beidel, Deborah, Paulson, Daniel, Bowers, Clint, University of Central Florida
Abstract / Description: Background: Social Anxiety Disorder (SAD) is a marked and persistent fear of social and/or performance situations in which embarrassment or scrutiny from others may occur. In children, this marked and persistent fear must be present in peer settings and is not exclusive to interactions with adults (American Psychiatric Association [APA], 2013). Behaviorally, children with SAD may avoid eye contact and exhibit other behavioral symptoms such as stooped shoulders, nail biting, trembling voice,...
Show moreBackground: Social Anxiety Disorder (SAD) is a marked and persistent fear of social and/or performance situations in which embarrassment or scrutiny from others may occur. In children, this marked and persistent fear must be present in peer settings and is not exclusive to interactions with adults (American Psychiatric Association [APA], 2013). Behaviorally, children with SAD may avoid eye contact and exhibit other behavioral symptoms such as stooped shoulders, nail biting, trembling voice, avoidance of social and performance situations, muffled voice, longer speech latency, inappropriate tone or low voice volume, and lack of spontaneous speech (Beidel (&) Turner, 2007; Ollendick, Benoit, (&) Grills-Taquechel, 2014; Spence, Donovan, (&) Brechman-Toussaint, 1999). Currently, there are several methods of assessing symptom severity of SAD, such as structured and semi-structured interviews supplemented by self- and parent-report forms, as well as behavioral assessment of social skills, such as RPTs. However, RPTs inherently present with feasibility concerns as there are several obstacles for its implementation. Thus, the current study will examine the psychometric properties of a VE based social skills assessment as it compares to the traditional RPT. Methods: Participants were 46 children, ages 7 to 14, who underwent two assessment conditions: RPT and VE BAT. Participants were assessed prior to the assessment conditions using the ADIS-C/P and completed several self- and parent-report forms. Participants reported self-ratings of anxiety and acceptability, while blinded observers rated social skills and overall social anxiety. Results: A paired-samples t-test revealed (a) no significant difference in acceptability between the two tasks (t(36) = .209, p (>) .05); (b) the VE BAT elicited somewhat less anxiety and somewhat more skilled social behavior than a comparable and traditional RPT; (c) the VE BAT demonstrated moderate concurrent validity with the SPAI-C (r = .422, p = .004); (d) behaviors were rated as consistent across assessment tasks for speech latency ( r = .367, p = .016), overall effectiveness ( r = .541, p = .000), overall social anxiety (r = .638, p = .000), and SAM ratings (r = .730, p = .000) and; (e) VE BAT was more feasible to implement than the RPT in terms of personnel time (t(45) = 12.87, p = .00, d = 2.69) and costs (t(45) = 12.88, p = .00, d = 1.83). Conclusion: The current study addresses many of the discussed limitations of conducting RPTs and, overall, supports the utilization of VE BATS as a viable alternative to behaviorally assessing social skills in children. Overall, the current study demonstrates acceptability, validity, and feasibility of implementing such a novel method, where a formal RPT is not possible. Further implications for the current study include that VEs have potential in the armamentarium for social skills training with children with SAD.
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Date Issued: 2016
Identifier: CFE0006134, ucf:51178
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006134

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

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

Title: Stepping Outside of Yourself: Social Anxiety, Dissociation, Alcohol Consequences, and Relationship Satisfaction.
Creator: Cook, Matthew, Newins, Amie, Beidel, Deborah, Dvorak, Robert, University of Central Florida
Abstract / Description: OVERVIEW: Social anxiety disorder is the third most prevalent psychiatric disorder in the United States. Dissociation can arise during acute daily social stressors in individuals with social anxiety. This study examined the relationship between social anxiety and functional outcomes (i.e., alcohol-related consequences and relationship satisfaction) as moderated by levels of dissociation (i.e., depersonalization/derealization). It was hypothesized that dissociation would moderate the...
Show moreOVERVIEW: Social anxiety disorder is the third most prevalent psychiatric disorder in the United States. Dissociation can arise during acute daily social stressors in individuals with social anxiety. This study examined the relationship between social anxiety and functional outcomes (i.e., alcohol-related consequences and relationship satisfaction) as moderated by levels of dissociation (i.e., depersonalization/derealization). It was hypothesized that dissociation would moderate the relationships between social anxiety and alcohol-related consequences and between social anxiety and relationship satisfaction. METHOD: College students who endorsed alcohol use within the past 30 days (n = 320) and college students who reported having been in a romantic relationship lasting 30 or more days (n = 364) were recruited through the Psychology Department's Sona system. All participants completed measures of social anxiety, dissociation, alcohol use motives, alcohol-related consequences, and relationship satisfaction as part of an online questionnaire. RESULTS: Findings indicated no moderation effect in either model; both social anxiety and dissociation predicted alcohol-related consequences via coping-motivated alcohol use. Additionally, there was a negative association between dissociation and relationship satisfaction. CONCLUSIONS: Future research should include longitudinal research designs or ecological momentary assessment designs and should examine these relationships in clinical samples.
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Date Issued: 2019
Identifier: CFE0007445, ucf:52725
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007445

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

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

Title: INVESTIGATING THE RELATIONSHIP BETWEEN ASSERTIVENESS AND PERSONALITY CHARACTERISTICS.
Creator: Kirst, Laura, Murdoch, Erin, University of Central Florida
Abstract / Description: Assertiveness is a learned fundamental interpersonal communication skill that helps individuals to meet the social demands of society. Although various personality factors associated with assertiveness have previously been studied, no recently published studies were identified in the review of assertiveness literature. The purpose of this study was to explore the relationship between assertiveness and the five factors of personality (extraversion, neuroticism, openness to experience,...
Show moreAssertiveness is a learned fundamental interpersonal communication skill that helps individuals to meet the social demands of society. Although various personality factors associated with assertiveness have previously been studied, no recently published studies were identified in the review of assertiveness literature. The purpose of this study was to explore the relationship between assertiveness and the five factors of personality (extraversion, neuroticism, openness to experience, agreeableness, and conscientiousness), self-esteem, social anxiety, and shyness to update past research findings. Participants completed the College Self-Expression Scale, the IPIP representation of the NEO PI-R, the Rosenberg Self-Esteem Scale, the Brief Fear of Negative Evaluation Scale, and the Revised Cheek and Buss Shyness Scale. It was hypothesized that assertiveness would correlate positively with extraversion, openness to experience, conscientiousness, agreeableness, and self-esteem. Assertiveness was further hypothesized to correlate negatively with neuroticism, social anxiety, and shyness. Results revealed direct relationships between assertiveness and self-esteem, extraversion, openness to experience, and conscientiousness, as well as inverse relationships to neuroticism, shyness, and fear of disapproval. No significant relationship was found between assertiveness and agreeableness. This study aimed to advance the understanding of the complex personality structure of low-assertive individuals.
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Date Issued: 2011
Identifier: CFH0004071, ucf:44797
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004071

social anxiety (7)	+ -
Social Anxiety (5)	+ -
Social Anxiety Disorder (3)	+ -
Social Phobia (3)	+ -
social anxiety disorder (3)	+ -

Anxiety (2)	+ -
Exposure Therapy (2)	+ -
Physiological Arousal (2)	+ -
Public Speaking (2)	+ -
SAD (2)	+ -
Virtual Reality (2)	+ -
alcohol use (2)	+ -
social phobia (2)	+ -
vocal characteristics (2)	+ -
Accent (1)	+ -
Anxiety Disorders (1)	+ -
Anxious (1)	+ -
Assessment (1)	+ -
Auditory Working Memory (1)	+ -
BAT (1)	+ -
Bilingualism (1)	+ -
Cell Phone (1)	+ -
Children (1)	+ -
HR (1)	+ -
Heart Rate (1)	+ -
High-Achieving (1)	+ -
Mental Health (1)	+ -
Mobile Applications (1)	+ -
Monolingual (1)	+ -
NEO Personality Inventory (1)	+ -

ETD Collection (10)	+ -
Honors Collection (9)	+ -

University of Central Florida (19)	+ -
Beidel, Deborah (12)	+ -
Neer, Sandra (6)	+ -
Bedwell, Jeffrey (3)	+ -
Bowers, Clint (3)	+ -

Cassisi, Jeffrey (3)	+ -
Rapport, Mark (3)	+ -
Owens, Maryann (2)	+ -
Sims, Valerie (2)	+ -
Berg, Samantha K (1)	+ -
Bunnell, Brian (1)	+ -
Cook, Matthew (1)	+ -
Dvorak, Robert (1)	+ -
Elliott, Amy (1)	+ -
Hundley, Gulnora (1)	+ -
James, Nicholas (1)	+ -
Kirst, Laura (1)	+ -
Kroytor, Anya (1)	+ -
Le, Thien-An (1)	+ -
McConnell, Daniel (1)	+ -
Mesa, Franklin (1)	+ -
Murdoch, Erin (1)	+ -
Necaise, Aaron (1)	+ -
Newins, Amie (1)	+ -
Paskowski, Timothy (1)	+ -
Paulson, Daniel (1)	+ -
Richardson , Mark (1)	+ -
Rovito, Michael (1)	+ -
Scharfstein, Lindsay (1)	+ -
Scheurich, Jennifer (1)	+ -

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