Publications by authors named "Brian A Zaboski"

Social support is widely beneficial for individuals suffering from mental health disorders. Preliminary work suggests that it is influential in the treatment of obsessive-compulsive disorder (OCD), but no studies have investigated the importance of social support as it relates to readiness to change (RTC, a relevant variable in treatment-seeking populations. The present study aimed to investigate this relationship as well as broadly characterize support-seeking experiences in those with OCD.

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Electroencephalography (EEG) measures the brain's electrical activity with high temporal resolution. In comparison to neuroimaging modalities such as MRI or PET, EEG is relatively cheap, non-invasive, portable, and simple to administer, making it an attractive tool for clinical deployment. Despite this, studies utilizing EEG to investigate obsessive-compulsive disorder (OCD) are relatively sparse.

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Few studies have investigated the relationship between comorbid depression and anxiety and cognitive and academic functioning. To understand this relationship, this study used a retrospective chart review from an inpatient facility for 42 adolescents diagnosed with a comorbid anxiety and depressive disorder. Multiple regression was used to determine whether anxiety and depression predicted academic achievement, as well as whether intelligence predicted current levels of anxiety and depression.

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The current study examined quality of life (QOL) and its clinical correlates among 225 intensive treatment-seeking children and adolescents with obsessive-compulsive disorder (OCD) using the Pediatric Quality of Life Enjoyment and Satisfaction Questionnaire (PQ-LES-Q). Youth completed the PQ-LES-Q along with self-report measures assessing functional impairment, anxiety sensitivity, OCD symptoms, nonspecific anxiety, depression, and social anxiety. Parents completed measures on their child's anxiety, the presence of inattention/hyperactivity, depression, functional impairment, and frequency of family accommodation of symptoms.

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Objective: Social anxiety increases college student drop-out risk and stifles employment opportunities. Group cognitive-behavioral therapy with exposure (CBT ERP) has the potential to alleviate campus resource strain but remains under-researched with college students. The present study investigated the efficacy of group CBT ERP in a randomized clinical trial on a college campus.

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Hoarding disorder is present in 2-6% of the population and can have an immense impact on the lives of patients and their families. Before its inclusion the Diagnostic and Statistical Manual of Mental Disorders, 5th edition, pathological hoarding was often characterized as a symptom of obsessive-compulsive disorder, and several different diagnostic assessment methods were used to identify and characterize it. Although the age of onset of pathological hoarding is an important epidemiological measure, as clarifying the age of onset of hoarding symptoms may allow for early identification and implementation of evidence-based treatments before symptoms become clinically significant, the typical age of onset of hoarding is still uncertain.

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Interpretation of intelligence tests has changed over time, from a focus on the elevation of general ability in the early 1900s, to the shape and/or scatter of subtest and index scores in the mid-1900s to the early 2000s, and back to elevation today. The primary emphasis of interpretation now, however, is widely recommended to be on normative strengths and weaknesses of scores reflecting broad and narrow abilities in the Cattell-Horn-Carroll (CHC) theory (Schneider & McGrew, 2012). Decisions about which abilities are important to assess for the diagnosis of learning difficulties are based largely on literature reviews by Flanagan, Ortiz, Alfonso, and Mascolo (2006) and McGrew and Wendling (2010).

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Appearing in 40% of the cases of autism spectrum disorder (ASD), comorbid anxiety presents unique challenges for practitioners by amplifying problem behaviors such as social skills deficits, resistance to change and repetitive behaviors. Furthermore, comorbid ASD/anxiety strains familial relationships and increases parental stress. Research indicates that the neurobiological interactions between anxiety and ASD require comprehensive assessment approaches, modified cognitive behavioral therapy and carefully managed pharmacological interventions.

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