Does emotional reasoning change during cognitive behavioural therapy for anxiety?

Emotional reasoning refers to the use of subjective emotions, rather than objective evidence, to form conclusions about oneself and the world. It is a key interpretative bias in cognitive models of anxiety disorders and appears to be especially evident in individuals with anxiety disorders. However, the amenability of emotional reasoning to change during treatment has not yet been investigated. We sought to determine whether emotional reasoning tendencies change during a course of routine cognitive-behavioural therapy (CBT). Emotional reasoning tendencies were assessed in 36 individuals with a primary anxiety disorder who were seeking treatment at an outpatient clinic. Changes in anxiety and depressive symptoms as well as emotional reasoning tendencies after 12 sessions of CBT were examined in 25 individuals for whom there was complete data. Emotional reasoning tendencies were evident at pretreatment assessment. Although anxiety and depressive symptoms decreased during CBT, only one of six emotional reasoning interpretative styles (pertaining to conclusions that one is incompetent) changed significantly during the course of therapy. Attrition rates were high and there was not enough information regarding the extent to which therapy specifically focused on addressing emotional reasoning tendencies. Individuals seeking treatment for anxiety disorders appear to engage in emotional reasoning, however routine individual CBT does not appear to result in changes in emotional reasoning tendencies.     

Detecting random responders with infrequency scales using an error-balancing threshold

Infrequency scales are becoming a popular mode of data screening, due to their availability and ease of implementation. Recent research has indicated that the interpretation and functioning of infrequency items may not be as straightforward as had previously been thought (Curran & Hauser, 2015), yet there are no empirically based guidelines for implementing cutoffs using these items. In the present study, we compared two methods of detecting random responding with infrequency items: a zero-tolerance threshold versus a threshold that balances classification error rates. The results showed that a traditional zero-tolerance approach, on average, screens data that are less indicative of careless responding than those screened by the error-balancing approach. Thus, the de facto standard of applying a “zero-tolerance” approach when screening participants with infrequency scales may be too stringent, so that meaningful responses may also be removed from analyses. Recommendations and future directions are discussed.     

Virtual conversation partner for adults with autism

Autistic Spectrum Disorder (ASD) is notable for severely impaired reciprocal social interaction skills relative to language and intellectual abilities, presenting a major barrier to social integration and vocational success. Evidence-based interventions to address these needs are lacking. We report on the development of a small, prototype conversation simulation to teach conversational skills to adolescents and adults with ASD and average to superior intellectual abilities. We also report on a test of the feasibility and acceptability of the simulation approach with a sample of the target population. The simulation engages the user in a virtual conversation with an on-screen partner whose reactions provide naturalistic feedback geared to the appropriateness of the learner's response choices. The prototype simulation, which provides for up to 12 potentially unique multi-turn conversations, was used over a period of 2 weeks by 16 adolescents and adults who then rated statements about the system on a linear scale of 1 (disagreement) to 5 (high agreement). The participants highly endorsed the majority of positive statements about the quality and credibility of the interaction and the virtual conversation partner. In contrast, agreement with positive statements about instructional features external to the conversation was moderate. Unexpectedly, most participants strongly agreed that using the simulation had been helpful to them. Further development and testing in the context of a controlled study with randomized assignment to control and experimental groups are needed to determine whether this approach is effective in improving real-world pragmatic language behavior of high-functioning adults with ASD.     

Book reviews

Abstract

Oakhill, J. &; Garnham, A. (1988). Becoming a skilled reader, Oxford: Blackwell. Pp. 206. ISBN 0-631-15244X £27.50 (hardback), ISBN 0-631-15776X £8.95 (paperback).

Brewin, C. R. (1988). Cognitive foundations of clinical psychology. London: Lawrence Erlbaum Associates Ltd. Pp. 224. ISBN 0-86377-098-3 £24.50 (hardback), ISBN 0-86377-099-1 £8.95 (paperback).