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ERIC Number: ED575367
Record Type: Non-Journal
Publication Date: 2017
Pages: 100
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3696-1753-5
Effects of a Classroom Intervention on Academic Engagement of Elementary School Students with Anxiety
Leatham, Lychelle
ProQuest LLC, Ed.S. Dissertation, Utah State University
This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student participants received a modified cognitive behavioral therapy (CBT) in the form of five 20-minute sessions, in the school setting. Also as part of treatment participants completed exposure tasks, which involved the child participating in anxiety provoking academic tasks, with adult support. To assess whether or not anxiety was reduced, participants completed Subjective Units of Distress Scale (SUDS) ratings several times weekly and the Screen for Child Anxiety Related Emotional Disorders (SCARED) both pre- and post-treatment. The Direct Behavior Rating (DBR) was used to monitor students' academic engagement and was completed by the teacher. Results of this study show that this intervention, conducted in the school setting, has promising outcomes. The findings provide initial support that a modified anxiety treatment with adult support can be effective in reducing anxiety and increasing academic engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A