Table 2.
Summary of methods used to investigate skill enactment in the included studies (n=29).
| Type of skill enactment measure and measure of skill enactment | Times reporteda, n (%) | ||
| Formal skill enactment | |||
|
|
Tracked exposures | 7 (24) | |
|
|
Cognitive restructuring exercises | 6 (21) | |
|
|
Anxiety diaries | 4 (14) | |
|
|
Activity planning | 2 (7) | |
|
|
Behavioral experiments | 2 (7) | |
|
|
Attentional training exercises | 1 (3) | |
|
|
Relaxation exercises | 2 (7) | |
|
|
Global indicators | 4 (14) | |
| Standardized questionnaireb | |||
|
|
Behavioral activation skills | 6 (21) | |
|
|
Cognitive skills | 1 (3) | |
|
|
Cognitive and behavioral skills | 2 (7) | |
| Intervention-specific questionnaireb | |||
|
|
Time spent practicing skills (single item) | 5 (17) | |
|
|
Frequency of practicing skills (single item) | 2 (7) | |
|
|
Frequency of practicing specific skills (multi-item) | 3 (10) | |
|
|
Successful use of skillsc | 1 (3) | |
aNumbers do not add up to 29 as some studies include more than one indicator of skill enactment.
bAll standardized and intervention-specific questionnaires relied on participant self-reports unless otherwise stated.
cOn the basis of coach reports.