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Answer those questions from Integrating evidence-based assessment into clinical practice for pediatric anxiety disorders APA format 1 page? a. Describe Research design and method. 1. Was the Population clearly identified and described; 2. How were study participants chosen 3. Was sample size adequate and biases minimized? b. Data collection and measurement: 1. Were key variables operationalized? 2. Were instruments used to measure valid and reliable? c. Procedures: 1. Did researcher take reasonable steps to assure accurate and complete data. 3. Results: a. What Statistical method was used? b. What were the results? Include level of significance and if the results appear likely and could be reproduced. c. Were study limitations clearly defined? What were they? 4. Summary: a. Despite limitations, do study findings appear valid? b. Do the results provide an answer to your PICOT question? c. Do the results apply to your identified patient population? 5. Review this appraisal along with the other selected studies and synthesize an answer to the following question posed by the IOWA Model: a. Is there sufficient evidence to recommend a practice change? YES or NO b. Identify next step? 

 

Integrating evidence-based assessment into clinical practice for pediatric anxiety disorders:

 

Background: Although evidence-based assessments are the cornerstone of evidence-based treatments, it remains unknown whether incorporating evidence-based assessments into clinical practice enhances therapists’ judgment of therapeutic improvement. This study examined whether the inclusion of youth- and parent-reported anxiety rating scales improved therapists’ judgment of treatment response and remission compared to the judgment of treatment-masked independent evaluators (IEs) after (a) weekly/biweekly acute treatment and (b) monthly follow-up care.

Methods: Four hundred thirty six youth received cognitive-behavioral therapy (CBT), medication, CBT with medication, or pill placebo through the Child/Adolescent Anxiety Multimodal Study. Participants and parents completed the following anxiety scales at pretreatment, posttreatment, and follow-up: Screen for Childhood Anxiety and Related Disorders (SCARED) and Multidimensional Anxiety Scale for Children (MASC). IEs rated anxiety on the Clinical Global Impression of Severity (CGI-S) and Improvement (CGI-I) at posttreatment and follow-up. Therapists rated anxiety severity and improvement using scales that paralleled IE measures.

Results: Fair-to-moderate agreement was found between therapists and IEs after acute treatment (κ = 0.38-0.48), with only slight-to-fair agreement found after follow-up care (κ = 0.07-0.33). Optimal algorithms for determining treatment response and remission included the combination of therapists’ ratings and the parent-reported SCARED after acute (κ = 0.52-0.54) and follow-up care (κ = 0.43-0.48), with significant improvement in the precision of judgments after follow-up care (p < .02-.001). Conclusion: Therapists are good at detecting treatment response and remission, but the inclusion of the parent-report SCARED optimized agreement with IE rating-especially when contact was less frequent. Findings suggest that utilizing parent-report measures of anxiety in clinical practice improves the precision of therapists' judgment. Keywords: adolescents; anxiety disorders; assessment; children; evidence-based assessment.   SCIENCE HEALTH SCIENCE NURSING NUR 351

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