Conflict of interest statement: No conflicts declared.
Training anxious children to disengage attention from threat: a randomized controlled trial
Article first published online: 19 JAN 2011
© 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health
Journal of Child Psychology and Psychiatry
Volume 52, Issue 8, pages 861–869, August 2011
How to Cite
Bar-Haim, Y., Morag, I. and Glickman, S. (2011), Training anxious children to disengage attention from threat: a randomized controlled trial. Journal of Child Psychology and Psychiatry, 52: 861–869. doi: 10.1111/j.1469-7610.2011.02368.x
- Issue published online: 11 JUL 2011
- Article first published online: 19 JAN 2011
- Accepted for publication: 25 October 2010 Published online: 19 January 2011
- Threat bias;
- attention bias modification treatment
Background: Threat-related attention biases have been implicated in the etiology and maintenance of anxiety disorders. As a result, attention bias modification (ABM) protocols have been employed as treatments for anxious adults. However, they have yet to emerge for children. A randomized, double-blind placebo-controlled trial was conducted to examine the efficacy of an ABM protocol designed to facilitate attention disengagement from threats, thereby reducing anxiety and stress vulnerability in children.
Methods: Participants were 34 chronically high-anxious 10-year-olds. An emotional attention spatial cueing task was used. In the ABM condition (n = 18), threat faces never cued the targets’ locations, such that the valid–invalid ratio was 0%/100%, respectively. The valid–invalid ratio on neutral cue trials was 25%/75%, respectively. In the control condition, the valid–invalid ratio was 25%/75% for both neutral and threat faces. Anxiety and depression were measured pre- and post-training and pre- and post-stress induction.
Results: ABM facilitated attention disengagement from threat. In response to the stressor task, children in the ABM condition reported less state anxiety relative to controls.
Conclusion: Computerized attention training procedures may be beneficial for reducing stress vulnerability in anxious children.