ArticleBrain sciences2022
ERPs in Children and Adolescents with Generalized Anxiety Disorder: Before and after an Intervention Program.
Article in Brain sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 7 citations in OpenAlex.
- The benefits of sharing house-tree-fire-water-person drawings with parents when their anxious child is in sandplay therapy.Psychology and psychotherapy · 2025Article
- Differences in Children and Adolescents with Depression before and after a Remediation Program: An Event-Related Potential Study.Brain sciences · 2024Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
According to DSM 5, generalized anxiety disorder (GAD) is characterized by excessive, uncontrollable worry about various topics that occupies the majority of the subject's time for a period of at least six months. The aforementioned state causes distress and/or functional impairments. This paper presents the outcomes of a pilot study that evaluated the implementation of cognitive behavioral therapy (CBT) and CBT with an SSRIs intervention program. The participants comprised 16 children and adolescents with GAD (8 males and 8 females) matched with 16 typically developing peers (8 males and 8 females) aged from 10 to 16 years old (M = 12.56 SD = 2.18). Baseline assessment consisted of event related potentials (ERPs), which indicated that participants with GAD presented cognitive deficits in attention and memory, as they exhibited longer P300 latencies. Following treatment with the CBT program and/or medication, children and adolescents with GAD did not present statistically significantly longer P300 latencies and reaction times in comparison to the control group. Lastly, children and adolescents who followed the CBT program or the CBT program with psychopharmacological assistance did not reveal statistically significant differences in 13 out of 15 topographic brain areas and in reaction time.
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