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Specificity of Homework Compliance Effects on Treatment Outcome in CBT: Evidence from a Controlled Trial on Panic Disorder and Agoraphobia
Author(s) -
CamminNowak Sandra,
HelbigLang Sylvia,
Lang Thomas,
Gloster Andrew T.,
Fehm Lydia,
Gerlach Alexander L.,
Ströhle Andreas,
Deckert Jürgen,
Kircher Tilo,
Hamm Alfons O.,
Alpers Georg W.,
Arolt Volker,
Wittchen H.U.
Publication year - 2013
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/jclp.21975
Subject(s) - agoraphobia , psychology , psychoeducation , clinical psychology , panic disorder , outcome (game theory) , compliance (psychology) , anxiety , psychiatry , intervention (counseling) , social psychology , mathematics , mathematical economics
Objectives Although homework assignments are an integral component of cognitive‐behavioral therapy (CBT) and relate to positive therapy outcomes, it is unclear whether specific homework types and their completion have specific effects on outcome. Method Data from N = 292 patients (75% female, mean age 36 years) with panic disorder and agoraphobia and treated with standardized CBT were analyzed with homework compliance quality and quantity for different types of homework serving as predictors for different outcome variables. Results Quality ratings of homework completion were stronger outcome predictors than quantitative compliance ratings. Exposure homework was a better outcome predictor than homework relating to psychoeducation and self‐monitoring. Conclusion Different aspects of homework compliance and specific homework types might differentially relate to CBT outcome.