Identification and Treatment of Anxiety in Students with Emotional or Behavioral Disorders: A Review of the Literature

Schoenfeld, Naomi A.; Janney, Donna M.

doi:10.1353/etc.0.0034

Cited by 25 publications

(3 citation statements)

References 59 publications

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“…In light of the high prevalence of child anxiety and associated academic deficits, the majority of anxious students need specialized educational and mental health interventions [82]. However, more youth need services than receive them [83] and access to evidenced-based services is poor.…”

Section: Discussionmentioning

confidence: 99%

Teacher Anxiety Program for Elementary Students (TAPES): intervention development and proposed randomized controlled trial

Ginsburg

Pella

Piselli

et al. 2019

Trials

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BackgroundExcessive student anxiety is a common problem that severely impairs short- and long-term academic functioning and increases teacher burden. Reducing student anxiety has been associated with improvement in educational functioning. Because anxiety manifests daily in the classroom, teachers are in an ideal position to identify and help students manage their anxiety. Unfortunately, teachers lack the knowledge and skills to support the learning of students with excessive anxiety. The Teacher Anxiety Program for Elementary Students (TAPES), a novel teacher-administered school-home collaborative intervention, was designed to address this gap.MethodsThis manuscript describes the protocol for developing and evaluating TAPES. Specifically, we present a description of: (1) the intervention and theoretical model; and (2) methods for the proposed randomized controlled trial comparing TAPES to a standard professional development seminar focused on reducing student anxiety.DiscussionPrimary aims examine the impact of the TAPES training on teacher knowledge and skill. Secondary aims examine the impact of TAPES on student outcomes. Exploratory aims will examine mediators based on our proposed theory of change. If effective, TAPES has the potential to directly benefit teachers (improving skills) and students (reducing anxiety and improving functioning).Trial registrationClinicalTrials.gov, NCT03899948. Registered on 28 March 2019.

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Section: Discussionmentioning

confidence: 99%

Teacher Anxiety Program for Elementary Students (TAPES): intervention development and proposed randomized controlled trial

Ginsburg

Pella

Piselli

et al. 2019

Trials

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“…Student engagement is the time spent on task, attention, classroom participation, attendance as well as ability to work independently as well as finishing it (Schoenfeld & M, 2008;Searle et al, 2013). Better academic engagement results in excellent academic performance and academic skills.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Technology as a Mediator on the Relationship Between Students Anxiety and Engagement

Bhuttah

Ullah

Shahid³

et al. 2021

HSSR

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The Purpose of the study: This study investigated the relationship between students' anxiety and students’ engagement towards science in the presence of technology as a mediator. Methodology: For this research, data were collected personally through three different questionnaires for Students’ Academic Engagement, Anxiety towards Science, and Technology Attitude for Learning from the science students of 9th and 10th class at the secondary level. A total of 420 boys and girls participated in the study. The mediating analysis was performed in the Spss21 extension of Preacher and Hayes is used to analyse the data. Main Findings: Findings showed that technology attitude for learning significantly mediates the relationship between anxiety towards science and students’ academic engagement. The levels of students’ academic engagement and technology attitude for learning are higher in male students as compared to female students, whereas anxiety towards science is higher in female students. Similarly, the level of anxiety towards science is significantly higher in 10th class students as compared to students of class 9th. There is no significant difference in academic engagement and technology attitude for learning between 9th and 10th class students. Application of the study: The previous literature has shown the significant negative effect of anxiety on student engagement. While the present research exposed that technology significantly mediates the relationship between anxiety and engagement. It is concluded that technical assistance for science subjects can reduce anxiety and enhance student engagement towards science. Novelty/originality of the study: The integration of technology in the educational settings at the school level is not only crucial for students’ better academic performance, but also it can assist the teacher by introducing new innovative ways of teaching.

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“…For school-age children and adolescents, anxiety levels are notably higher in students with ASD than in their neurotypical peers (van Steensel & Heeman, 2017). It is estimated that 42% to 84% of children and adolescents under the age of 18 with ASD had some form of an anxiety disorder meeting Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition ( DSM -5; American Psychiatric Association, 2013) criteria (Perihan et al, 2021), making this prevalence greater than neurotypical children (15%–20%; Ezell et al, 2019), children with behavior issues (11%–14.5%; Schoenfeld & Janney, 2008), and children with intellectual disabilities (3%–22%; Reardon et al, 2015). A recent study that explored the prevalence of anxiety in children with ASD found that 81% of the school-age participants with ASD ( N = 121) also were diagnosed with anxiety disorders (Adams & Emerson, 2021).…”

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confidence: 99%

Evidence-Based Strategies to Reduce Anxiety in Students With Autism Spectrum Disorder

Barna

Arter

Arban

2023

Intervention in School and Clinic

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Students with autism spectrum disorder (ASD) experience anxiety at higher rates than their neurotypical peers, which can negatively impact school performance. Anxiety symptoms for these students can be challenging to identify because they mimic diagnostic characteristics. As key intervention team members, school-based mental health professionals can assist with identifying and addressing anxiety in students with autism. Specific evidence-based strategies for school-based mental health professionals are detailed to support efforts to intervene successfully with students with autism who experience anxiety.

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Identification and Treatment of Anxiety in Students with Emotional or Behavioral Disorders: A Review of the Literature

Cited by 25 publications

References 59 publications

Teacher Anxiety Program for Elementary Students (TAPES): intervention development and proposed randomized controlled trial

Teacher Anxiety Program for Elementary Students (TAPES): intervention development and proposed randomized controlled trial

The Influence of Technology as a Mediator on the Relationship Between Students Anxiety and Engagement

Evidence-Based Strategies to Reduce Anxiety in Students With Autism Spectrum Disorder

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