Effect of School Based Cognitive behavioral Therapy on Multidimensional Level of Anxiety among Adolescents with Intellectual Disability: A Randomized Controlled Trial
Bibliographic record
Abstract
Introduction: Anxiety is a common issue faced by adolescents with mild intellectual disabilities, but there's still limited research on interventions designed specifically for them. While Cognitive Behavioral Therapy (CBT) has proven effective for managing anxiety in the general population, we need to understand better how well it works for young people with intellectual disabilities. Purpose/Objectives: This study set out to explore how effective school-based CBT is at reducing different types of anxiety in adolescents with mild intellectual disabilities. It also looked at whether gender and age play a role in how well the therapy works. Methodology: We carried out a pretest-posttest randomized controlled trialstudy with 150 adolescents randomly placed into either a CBT treatment group or a control group. The anxiety measurement tool was carefully adapted to fit the cultural context and tested to ensure it was reliable. We analyzed the results using Multivariate Analysis of Covariance (MANCOVA), while accounting for anxiety levels before treatment. Results: The findings showed that CBT significantly eased symptoms across five types of anxiety: separation anxiety, social phobia, generalized anxiety, panic anxiety, and obsessive-compulsive disorder. The therapy worked equally well for both boys and girls. Most age groups responded similarly, but there was a notable difference in how separation anxiety improved, suggesting that a young person's developmental stage may affect their response to CBT. Conclusion/Implications: These results reinforce that cognitive-behavioral therapy can be effective for adolescents with mild intellectual disabilities. They also highlight the importance of adjusting therapy to fit different developmental stages. Overall, the study encourages incorporating CBT into school mental health programs with tailored support to best meet the needs of this vulnerable group, ensuring that treatment is both practical and fair for all.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.003 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".