Practicing newly acquired skills in different contexts is considered a crucial aspect of Cognitive Behavioral Therapy (CBT) for anxiety disorders (Peris et al. J Am Acad Child Adolesc Psychiatry 56:1043–1052, 2017; Stewart et al. Prof Psychol Res Pract 47:303–311, 2016). Learning to cope with feared stimuli in different situations allows for generalization of learned skills, and experiencing non-occurrence of the feared outcome helps in developing non-catastrophic associations that may enhance treatment outcomes (Bandarian-Balooch et al. J Behav Ther Exp Psychiatry 47:138–144, 2015; Cammin-Nowak et al. J Clin Psychol 69:616–629, 2013; Kendall et al. Cogn Behav Pract 12:136–148, 2005; Tiwari et al. J Clin Child Adolesc Psychol 42:34–43, 2013). To optimize treatment outcome, homework is often integrated into CBT protocols for childhood anxiety disorders during and following treatment. Nevertheless, practicing at home can be challenging, with low motivation, lack of time, and insufficient self-guidance often listed as reasons for low adherence (Tang and Kreindler, JMIR Mental Health 4:e20, 2017). This conceptual review provides an overview of (1) how existing CBT childhood programs incorporate homework, and empirical evidence for the importance of homework practice, (2) evidence-based key elements of practice, and (3) how mHealth apps could potentially enhance practice at home, including an example of the development and application of such an app. This review therefore sets the stage for new directions in developing more effective and engaging CBT-based homework programs for childhood anxiety disorders.

在不同环境中练习新获得的技能被认为是焦虑症认知行为疗法 (CBT) 的一个重要方面（Peris 等人，J Am Acad Child Adolesc Psychiatry 56:1043–1052, 2017；Stewart 等人，Prof Psychol Res Pract 47 ：303-311，2016）。学习在不同情况下应对恐惧刺激可以推广所学技能，并且体验恐惧结果的不发生有助于形成非灾难性关联，从而提高治疗效果（Bandarian-Balooch 等人，J Behav Ther Exp Psychiatry 47） ：138-144，2015；J Clin Psychol 69：616-629，2013；Cogn Behav Pract 12：136-148，2005；J Clin Child Adolesc Psychol 42： 34-43，2013）。为了优化治疗结果，家庭作业通常被纳入儿童焦虑症治疗期间和治疗后的 CBT 方案中。然而，在家练习可能具有挑战性，动力不足、缺乏时间和自我指导不足常常被列为依从性低的原因（Tang 和 Kreindler，JMIR Mental Health 4:e20, 2017）。本概念综述概述了 (1) 现有的 CBT 儿童计划如何纳入家庭作业以及家庭作业实践重要性的经验证据，(2) 基于证据的实践关键要素，以及 (3) 移动医疗应用程序如何潜在地增强实践在家，包括这样一个应用程序的开发和应用的例子。因此，本次审查为开发更有效、更有吸引力的基于 CBT 的儿童焦虑症家庭作业项目奠定了基础。