| Literature DB >> 31907032 |
J Santiago1, E Akeman1, N Kirlic1, A N Clausen2,3, K T Cosgrove1,4, T J McDermott1,4, B Mathis1, M Paulus1,5, M G Craske6, J Abelson7, C Martell8, K Wolitzky-Taylor6, J Bodurka1,9, W K Thompson10, Robin L Aupperle11,12.
Abstract
BACKGROUND: Only 40-60% of patients with generalized anxiety disorder experience long-lasting improvement with gold standard psychosocial interventions. Identifying neurobehavioral factors that predict treatment success might provide specific targets for more individualized interventions, fostering more optimal outcomes and bringing us closer to the goal of "personalized medicine." Research suggests that reward and threat processing (approach/avoidance behavior) and cognitive control may be important for understanding anxiety and comorbid depressive disorders and may have relevance to treatment outcomes. This study was designed to determine whether approach-avoidance behaviors and associated neural responses moderate treatment response to exposure-based versus behavioral activation therapy for generalized anxiety disorder. METHODS/Entities:
Keywords: Behavioral activation; Cognitive behavioral therapy; Depression; Exposure therapy; Functional magnetic resonance imaging; Generalized anxiety disorder
Mesh:
Year: 2020 PMID: 31907032 PMCID: PMC6943897 DOI: 10.1186/s13063-019-3802-9
Source DB: PubMed Journal: Trials ISSN: 1745-6215 Impact factor: 2.279
Fig. 1Approach-avoidance conflict model that provided the bases for the current study protocol, aims, and hypotheses. As illustrated, both the fear or avoidance system and the reward/approach system are considered important in eliciting conflict and anxiety. Conflict arbitration requires appropriate balancing of both approach and avoidance drives. In the current protocol, approach and avoidance behaviors are defined by approach-avoidance test (AAT) bias scores; conflict arbitration is defined by reaction time during the approach-avoidance conflict (AAC) trials. For brain responses, we focus on the AAC task and extract percentage signal change (PSC) from a priori regions of interest: (1) approach: left caudate (reward versus no-reward outcome), (2) avoidance: right amygdala (negative versus positive affective outcome), and (3) conflict: right dorsolateral prefrontal cortex (dlPFC; conflict versus nonconflict decisions). Exposure-based therapy was included as a treatment that primarily targets avoidance or threat processes, whereas behavioral activation was included as a treatment that primarily targets approach or reward systems
Fig. 2Schedule of enrollment, interventions, and assessments. This figure displays the assessments or interventions completed for screening, pretreatment, weekly during completion of therapy, posttreatment, and 3- and 6-month follow-up. Participants are randomized in groups of 8–10 to complete either behavioral activation or exposure-based therapy and are blinded to which intervention they will receive until after completion of all pretreatment assessments. Tx treatment, BDI-II SI Beck Depression Inventory suicidal ideation item, GAD-7 Generalized Anxiety Disorder 7-item scale, PROMIS Anx & Dep Patient-Reported Outcomes Measurement Information System anxiety and depression scales, BADS-SF Behavioral Activation for Depression Scale–Short Form, SDS Sheehan Disability Scale, HRS Homework Rating Scale, OASIS Overall Anxiety Severity and Impairment Scale, PSWQ Penn State Worry Questionnaire, LSAS Liebowitz Social Anxiety Scale, PDSS Panic Disorder Severity Scale, WAI Working Alliance Inventory, CEQ Credibility/Expectancy Questionnaire
Primary goals for of each session involved in behavioral activation and exposure-based therapy protocols
| Session | Exposure therapy content | Behavioral activation content |
|---|---|---|
| Pregroup | Brief pregroup individual check-in session: complete or review the Tulsa Life chart, provide a summary of the format and focus of exposure therapy | Brief pregroup individual check-in session: complete or review the Tulsa Life chart, provide a summary of the format and focus of behavioral activation |
| 1 | Session content: provide a brief overview of anxiety and depression and the rationale for exposure-based therapy Homework: initiate self-monitoring | Session content: provide a brief overview of anxiety and depression and the rationale behavioral activation Homework: Initiate self-monitoring |
| 2 | Session content: homework review, further discuss the role of conditioning and avoidance behavior in anxiety, begin building an exposure list Homework: continue self-monitoring and adding to exposure list | Session content: homework review, introduce concept of working from the “outside in” and discuss values as a way of identifying potential behaviors that may improve mood Homework: continue self-monitoring complete values worksheet |
| 3 | Session content: homework review, further develop exposure hierarchies, design and implement initial imaginal exposures Homework: continue self-monitoring, conduct repeated imaginal exposure exercises | Session content: homework review, discuss goal-dependent versus mood-dependent behavior and “acting as if,” discuss initial activity scheduling Homework: continue self-monitoring, engage in planned value-/goal-driven activities |
| 4 | Session content: homework review, conduct repeated imaginal exposures, discuss strategies for optimizing exposure exercises, design and complete an Homework: continue self-monitoring, conduct repeated imaginal and | Session content: homework review, introduce concept of function versus form and the tracking of antecedent, behavior, and consequences to examine function of behavior Homework: continue self-monitoring, use “ABC” sheets to examine function of behaviors, engage in planned value-/goal-driven activities |
| 5 | Session content: homework review, conduct repeated imaginal and/or Homework: continue self-monitoring, conduct repeated imaginal and | Session content: homework review, introduce concept of avoidance as it relates to mood, values, and value-/goal-motivated behaviors. Homework: continue self-monitoring, use “ABC” or “TRAP/TRAC” worksheets to examine function of avoidance behavior, engage in planned value-/goal- driven activities |
| 6 | Session content: homework review, conduct repeated imaginal and/or Homework: continue self-monitoring, conduct repeated imaginal and | Session content: homework review, discuss how to integrate behavioral activation into their lives using “ACTION” Homework: continue self-monitoring, use “ABC” or “TRAP/TRAC” worksheets to examine function of behavior, engage in planned value-/goal-driven activities |
| 7 | Session content: homework review, conduct repeated imaginal and/or Homework: continue self-monitoring, conduct repeated imaginal and | Session content: homework review, discuss strategies to reduce the behavior of rumination, including “cueing action” and “attending to experiences” Homework: continue self-monitoring, use “ABC” or “TRAP/TRAC” worksheets to examine function of behavior, engage in planned value-/goal-driven activities, including those targeting rumination |
| 8 | Session content: homework review, conduct repeated imaginal and/or Homework: continue self-monitoring, conduct repeated imaginal and | Session content: homework review, discuss using behavioral activation to build the meaningful life that you want Homework: continue self-monitoring, use “ABC” or “TRAP/TRAC” worksheets to examine function of behavior, engage in planned value-/goal-driven activities |
| 9 | Session content: homework review, conduct repeated imaginal and/or Homework: continue self-monitoring, conduct repeated imaginal and | Session content: homework review, discuss troubleshooting techniques to counteract activation barriers Homework: continue self-monitoring, use “ABC” or “TRAP/TRAC” worksheets to examine function of behavior, engage in planned value-/goal-driven activities |
| 10 | Session content: homework review, conduct repeated imaginal and/or Homework: conduct repeated imaginal and | Session content: homework review, reflect on and review previously learned techniques, discuss relapse prevention strategies Homework: continue to engage in self-monitoring as needed, engage in value-/goal-driven activities planned for the next 2–3 weeks and ongoing |
| Post | Brief postgroup individual wrapup session: update Tulsa Life chart, discuss observed trajectory of self-reported behaviors and symptoms through treatment, discuss treatment referrals as needed | Brief postgroup individual wrapup session: update Tulsa Life chart, discuss observed trajectory of self-reported behaviors and symptoms through treatment, discuss treatment referrals as needed |
Abbreviations: ABC antecedent, behavior, and consequence, TRAP trigger, response, avoidance pattern, TRAC trigger, response, alternative coping, ACTION assess behavior/mood, choose alternate responses, try out alternate responses, integrate these alternatives, observe results, now evaluate
Diagnostic, demographic, self-report, behavioral, and neuroimaging assessments
| Diagnostic and demographic assessment | |
| Diagnosis | MINI 6.0 or 7.0 [ |
| History | Assessment of medical and medication history |
| Treatment completion | Intent to complete treatment form |
| History | Tulsa Life chart interview (see Additional file |
| Standard self-report scales | |
| Negative valence | Symptoms of Depression Questionnaire (SDQ) [ |
| Negative valence | Overall Anxiety Severity and Impairment Scale (OASIS) [ |
| Negative valence | State-Trait Anxiety Inventory (STAI) [ |
| Negative valence | Anxiety Sensitive Index (ASI-3) [ |
| Negative valence | Generalized Anxiety Disorder–7 item (GAD-7) [ |
| Negative valence | Intolerance of Uncertainty Scale (IUS) [ |
| Negative valence | Penn State Worry Questionnaire [ |
| Negative valence | Liebowitz Social Anxiety Scale (LSAS) [ |
| Negative valence | Panic Disorder Severity Scale (PDSS) [ |
| Negative valence | Beck Depression Inventory-II (BDI-II) [ |
| Negative valence | Patient Health Questionnaire-9 [ |
| Negative valence | Behavioral Activation for Depression Scale (BADS) [ |
| Substance use | Customary Drinking and Drug Use Record (CDDR) [ |
| Trauma | Traumatic Events Questionnaire (TEQ) [ |
| Trauma | Child Trauma Questionnaire (CTQ) [ |
| Positive/negative valence | Positive and Negative Affect Schedule (PANAS) [ |
| Positive/negative valence | Behavioral Inhibition System/Behavioral Approach Scale (BIS/BAS) [ |
| Comorbid anxiety symptoms | Padua Inventory of Obsessive-Compulsive Symptoms (PI) [ |
| Personality | Big Five Inventory (BFI) [ |
| Arousal/interoception | Multidimensional Assessment of Interoceptive Awareness (MAIA) [ |
| Sleep | Pittsburgh Sleep Quality Index (PSQI) [ |
| Physical activity | International Physical Activity Questionnaire (IPAQ) [ |
| Disability | Sheehan Disability Scale (SDS) [ |
| Therapy expectancies | Credibility/Expectancy Questionnaire (CEQ) [ |
| Therapy compliance | Homework Rating Scale (HRS) [ |
| Therapy process | Working Alliance Inventory (WAI) [ |
| Therapy dropout | Withdrawn Questionnaire (see Additional file |
| Pre/post neuroimaging | Karolinska Sleepiness Scale: prescan (KSS) [ |
| Pre/post neuroimaging | Positive and Negative Affect Schedule: prescan (PANAS) [ |
| NIH PROMIS® [ | |
| Negative valence | PROMIS Anxiety |
| Negative valence | PROMIS Depression |
| Sleep | PROMIS Sleep Disturbance |
| Sleep | PROMIS Sleep-Related Impairment |
| Social | PROMIS Emotional Support |
| Social | PROMIS Information Support |
| Social | PROMIS Instrumental Support |
| Social | PROMIS Social Isolation |
| Sex | PROMIS Global Satisfaction with Sex Life |
| Sex | PROMIS Interest in Sex Activity |
| Nicotine | Nicotine dependence |
| Negative affect-anger | NIH Toolbox Anger-Affect Survey |
| Negative affect-anger | NIH Toolbox Anger-Hostility Survey |
| Negative affect-anger | NIH Toolbox Anger-Physical Aggression Survey |
| Negative affect-fear | NIH Toolbox Fear-Affect Survey |
| Negative affect-fear | NIH Toolbox Fear-Somatic Arousal Survey |
| Psychological well-being | NIH Toolbox General Life Satisfaction Survey |
| Psychological well-being | NIH Toolbox Meaning and Purpose Survey |
| Psychological well-being | NIH Toolbox Positive Affect Survey |
| Social | NIH Toolbox Friendship Survey |
| Social | NIH Toolbox Loneliness Survey |
| Stress and self-efficacy | NIH Toolbox Perceived Stress Survey |
| Stress and self-efficacy | NIH Toolbox Self-Efficacy Survey |
| Behavioral and neuroimaging tasks (see Additional file | |
| Approach/avoidance | Implicit approach/avoidance task |
| Approach/avoidance | Attentional bias/dot probe task [ |
| Approach/avoidance | Signal detection reinforcement task |
| Approach/avoidance | Human behavioral pattern monitor (hBPM) |
| Estimated IQ | Wide Range Achievement Test (WRAT) [ |
| Neuropsychological | Delis-Kaplan Executive Function System (DKEFS) color-word test [ |
| Neuropsychological | DKEFS verbal fluency [ |
| Neuropsychological | Wechsler Adult Intelligence Scale (WAIS-IV) digit span [ |
| Neuropsychological | WAIS-IV digit symbol coding [ |
| Neuropsychological | Finger Tapping Test |
| Neuropsychological | California Verbal Learning Test (CVLT) [ |
| Neuroimaging | MRI anatomical scan (T1-weighted) |
| Neuroimaging | fMRI resting state with eyes open |
| Neuroimaging | Approach-avoidance conflict (AAC) task |
| Neuroimaging | Emotional faces task (EFT) |
| Neuroimaging | Monetary incentive delay (MID) task |
Fig. 3Approach-avoidance conflict (AAC) task. This figure displays (1) example decision screens displayed during the task for each of the five conditions: avoid-threat, approach-reward, and conflict with 2, 4, or 6 cents offered and (2) the sequence of screens presented for each AAC trial, including a decision phase followed by presentation of the affective image and sound pair (e.g., from International Affective Picture System and International Affective Digitized Sounds system [72, 73]), display of the number of cents received, and then a fixation cross until the next trial begins