School-based application of a cognitive-behavioral intervention for students with anxiety and co-occurring academic skill deficits

Date of Award

2016

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education & Human Services

Advisor/Chair

Advisor: Elana R. Bernstein

Abstract

The purpose of the present study was to examine the effectiveness of a cognitive-behavioral anxiety intervention for students with anxiety and co-occurring academic skill deficits in the school setting. This study employed a multiple baseline experimental design across participants to evaluate the impact of the cognitive behavioral intervention on struggling students with anxiety in the school setting. Participants in the current study (n = 3) included students ranging in age from 8-10 years, and grades 3 through 5. Fear ladder ratings served as the primary dependent measure. Participant anxiety was also evaluated using pre/post Multidimensional Anxiety Scale for Children, 2nd edition (MASC-2; March, 2013) scores. Results indicated a significant decrease in anxiety levels for one participant and non-significant decreases in anxiety levels for the other two participants. The intervention has potential as an appropriate intervention to address the emotional needs of students who experience both anxiety and academic skill deficits. Implications for practice are discussed regarding the school psychologist's role in providing intervention for students with anxiety and co-occurring academic skill deficits in the school setting.

Keywords

Anxiety in children Treatment Case studies, Learning disabilities Treatment Case studies, Cognitive therapy for children, Counseling Psychology, Educational Psychology, Psychology, anxiety, anxiety in children, school psychology, schools

Rights Statement

Copyright © 2016, author

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