Physiological Assessment. In: Ollendick TH, King NJ, Yule W, editors. International Handbook of Phobic and Anxiety Disorders in Children and Adolescents. Boston: Springer US; 1994. pp. 365-79. [DOI: 10.1007/978-1-4899-1498-9_19]

Physiological arousal predicts gaze following in infants

According to the natural pedagogy theory, infant gaze following is based on an understanding of the communicative intent of specific ostensive cues. However, it has remained unclear how eye contact affects this understanding and why it induces gaze following behaviour. In this study, we examined infant arousal in different gaze following contexts and whether arousal levels during eye contact predict gaze following. Twenty-five infants, ages 9-10 months participated in this study. They watched a video of an actress gazing towards one of two objects and then either looking directly into the camera to make eye contact or not showing any communicative intent. We found that eye contact led to an elevation in the infants' heart rates (HRs) and that HR during eye contact was predictive of later gaze following. Furthermore, increases in HR predicted gaze following whether it was accompanied by communicative cues or not. These findings suggest that infant gaze following behaviour is associated with both communicative cues and physiological arousal.

Test-anxious Children and Adolescents: Psychopathology, Cognition, and Psychophysiological Reactivity

Test anxiety in children has long been recognised to be a significant and challenging educational problem. Recent advances in diagnostic interviewing, cognitive assessment, and physiological recording have facilitated a considerable amount of research on test-anxious youth. This research has yielded important clinical insights about test-anxious children and adolescents of interest to teachers and psychologists. We describe and evaluate the findings of these investigations. Finally, we discuss the implications of the research findings for intervention in school settings. Cognitive-behavioural strategies are tentatively recommended for the treatment of test-anxious children and adolescents.

Evidence-Based Assessment of Anxiety and Its Disorders in Children and Adolescents

We provide an overview of where the field currently stands when it comes to having evidence-based methods and instruments available for use in assessing anxiety and its disorders in children and adolescents. Methods covered include diagnostic interview schedules, rating scales, observations, and self-monitoring forms. We also discuss the main purposes or goals of assessment and indicate which methods and instruments have the most evidence for accomplishing these goals. We also focus on several specific issues that need continued research attention for the field to move forward toward an evidence-based assessment approach. Finally, tentative recommendations are made for conducting an evidence-based assessment for anxiety and its disorders in children and adolescents. Directions for future research also are discussed.