The efficacy of interventions for behaviourally inhibited preschool-aged children: A meta-analysis. (May 2022)

• Record Type: Journal Article
• Authors: Ooi, Jinnie; Dodd, Helen F.; Meiser-Stedman, Richard; Hudson, Jennifer L.; Bridges, Jessica; Pass, Laura
• Is Part Of: Journal of anxiety disorders. Volume 88(2022)
• Publication Date: 2022-05
• Subjects: Behavioural inhibition -- Anxiety -- Meta-analysis -- Intervention -- Preschool-aged; Anxiety -- Periodicals; Anxiety Disorders -- Periodicals; Angoisse -- Périodiques; Electronic journals; 616.8522
• DOI: 10.1016/j.janxdis.2022.102559
• Languages: English
• ISSNs: 0887-6185

Abstract

Abstract: The current systematic review and meta-analyses examined the efficacy of psychological interventions targeting behavioural inhibition and anxiety in preschool-aged children, evaluated within randomised controlled trials. Web of Science, MEDLINE, PsycINFO and CINAHL were systematically searched from inception to March 2021. Ten studies ( N = 1475 children, aged 3 – 7 years) were included in the current review. Separate analyses were conducted for behavioural inhibition, anxiety symptoms, and anxiety diagnosis as reported by parents, teachers, and observer-ratings. Pooled outcomes ranged from post-intervention to 12-month follow-up due to the limited number of studies. Meta-analyses revealed that intervention did not reduce behavioural inhibition as assessed by independent observers (SMD = −0.13, 95% CI = −0.63 to.38), but did reduce behavioural inhibition as reported by parents (SMC = −0.64, 95% CI = −1.00 to −0.27) and teachers (SMD = −0.69, 95% CI = −1.02 to −0.36). Additionally, intervention appeared to reduce the risk of anxiety disorders (RR =0.75, 95% CI =0.62 to.90), and parent-report anxiety symptoms (SMC = −0.47, 95% CI = −0.83 to −0.12) in preschool-aged children. Intervention may be efficacious in reducing anxiety in preschool-aged behaviourally inhibited children. It is less clear whether intervention leads to change in BI. Highlights: The efficacy of interventions for BI has not been examined systematically. The meta-analyses examined whether interventions reduced BI and anxiety. Effects were found for BI when reported by parents and teachers, but not observers. Effects were found for anxiety diagnosis and parent-report anxiety symptoms. Intervention may be efficacious in reducing BI (not when assessed by observers) and anxiety.