Effects of Cognitive-Behavioral Intervention on the School Performance of Students with Emotional or Behavioral Disorders and Anxiety
This article discussed a study of three middle school students who participated in a cognitive behavioral study. "Anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them." (Schoenfeld & Mathur, 2009) This was a school-based anxiety intervention on the performance of three students in a self contained EBD setting. Many individuals with emotional and behavioral disorders have mental health needs. "Approximately 14% of students with EBD meet the criteria for an anxiety disorder." (Schoenfeld & Mathur, 2009) Students who have an internalizing disorder such as anxiety, has effects on school performance. Students with anxiety reported they have a difficulty concentrating and doing homework. These students are less likely to graduate high than their non-anxious peers. Cognitive-Behavioral Therapy (CBT) has helped treated children and adolescents with anxiety. "As many as 70% of children with anxiety who complete CBT no longer meet the diagnostic criteria for an anxiety disorder." (Schoenfeld & Mathur, 2009)
This study follows three middle school students and measures their academic performance during this three month study. The students selected for the study were selected based on teacher recommendation, exhibited significant levels of anxiety based on a school administered psychological assessment. These three students participated in school based counseling sessions. All students were classified as EBD and grade level functioning was between 3rd-5th grade. These students participated in the FRIENDS program and is a cognitive behavioral curriculum for anxious children. This can be administered in whole class, small-group, or individual format. These intervention sessions were thirty minutes and one on one for each participant. The participants completed twelve sessions over a three month span. Prior to the beginning of the intervention program the teacher and parent filled out an anxiety inventory. Students were also measured in their academic engagement. Academic engagement was measured by observations in their daily math instruction. Engagement was scored if student's eyes were on the teacher or materials and the student was completing work at their instructional level. Students were measured by their school appropriate behavior. Teachers used a behavioral point system each day. During the CBT interventions students engaged in activities such as understanding feelings and facing the fear of talking in front of an audience. After the interventions it was shown two of the participants exhibited generalized anxiety in the high range and after therapy they were rated in the low and moderate range. For academic engagement, all three students increased their percentage of time engaged on academic tasks over the course of the interventions. Finally, all three students showed an increase in percentage of the daily points collected for their school appropriate behavior.
According to Schoenfeld and Mathur, "three students with EBD who exhibited generalized anxiety participated in a cognitive-behavioral intervention that diminished their anxiety and improved both their behavioral performance and academic engagement at school in a way that both teachers and students considered a positive experience." (2009)
I feel anxiety is something that needs to be addressed not only with EBD individuals but all students. I have first grade students who are exhibiting anxiety in the classroom. Many times parents and social workers will give you coping strategies but there should be more intervention strategies in schools. We assume students will outgrow their anxiety. If the anxiety is not diagnosed early it can lead to more internalizing behavior problems. It may lead to depression. This study did not look at academic achievement but behavioral achievement towards academic material. After these interventions students were more engaged in class and the behavior improved. Students stated they felt less anxiety. The study was only for three months but did not give any further research on the post intervention behaviors. Did their anxiety continue to lessen after CBT concluded? I would be interested to see if anxiety in these students and their behaviors remained the same or heightened after the interventions. Also, did students continue to receive some sort of social work or counseling for their anxiety before or after CBT? I think we often overlook anxiety unless it effects the school work. Students can have anxiety but it may not effect their academics. The chapter and this article has shown me to look more closely at the internalizing behaviors of my students.
Schoenfel, N. A., & Mathur, S.R. (2009) Effects of cognitive-behavioral intervention on the school performance of students with emotional or behavioral disorders and anxiety. Behavioral Disorders, 34 (4), 184-195.
This study follows three middle school students and measures their academic performance during this three month study. The students selected for the study were selected based on teacher recommendation, exhibited significant levels of anxiety based on a school administered psychological assessment. These three students participated in school based counseling sessions. All students were classified as EBD and grade level functioning was between 3rd-5th grade. These students participated in the FRIENDS program and is a cognitive behavioral curriculum for anxious children. This can be administered in whole class, small-group, or individual format. These intervention sessions were thirty minutes and one on one for each participant. The participants completed twelve sessions over a three month span. Prior to the beginning of the intervention program the teacher and parent filled out an anxiety inventory. Students were also measured in their academic engagement. Academic engagement was measured by observations in their daily math instruction. Engagement was scored if student's eyes were on the teacher or materials and the student was completing work at their instructional level. Students were measured by their school appropriate behavior. Teachers used a behavioral point system each day. During the CBT interventions students engaged in activities such as understanding feelings and facing the fear of talking in front of an audience. After the interventions it was shown two of the participants exhibited generalized anxiety in the high range and after therapy they were rated in the low and moderate range. For academic engagement, all three students increased their percentage of time engaged on academic tasks over the course of the interventions. Finally, all three students showed an increase in percentage of the daily points collected for their school appropriate behavior.
According to Schoenfeld and Mathur, "three students with EBD who exhibited generalized anxiety participated in a cognitive-behavioral intervention that diminished their anxiety and improved both their behavioral performance and academic engagement at school in a way that both teachers and students considered a positive experience." (2009)
I feel anxiety is something that needs to be addressed not only with EBD individuals but all students. I have first grade students who are exhibiting anxiety in the classroom. Many times parents and social workers will give you coping strategies but there should be more intervention strategies in schools. We assume students will outgrow their anxiety. If the anxiety is not diagnosed early it can lead to more internalizing behavior problems. It may lead to depression. This study did not look at academic achievement but behavioral achievement towards academic material. After these interventions students were more engaged in class and the behavior improved. Students stated they felt less anxiety. The study was only for three months but did not give any further research on the post intervention behaviors. Did their anxiety continue to lessen after CBT concluded? I would be interested to see if anxiety in these students and their behaviors remained the same or heightened after the interventions. Also, did students continue to receive some sort of social work or counseling for their anxiety before or after CBT? I think we often overlook anxiety unless it effects the school work. Students can have anxiety but it may not effect their academics. The chapter and this article has shown me to look more closely at the internalizing behaviors of my students.
Schoenfel, N. A., & Mathur, S.R. (2009) Effects of cognitive-behavioral intervention on the school performance of students with emotional or behavioral disorders and anxiety. Behavioral Disorders, 34 (4), 184-195.
I agree that anxiety is often overlooked or shrugged off when it comes to our students. Anxiety plays much more of a role in the education process of a student than others may think. I love that you mentioned early intervention is crucial! I had forgotten to mention that key peice of information in my blog post, but I do highly believe that the earlier students receive the intervention the more opportunity for success in the general education setting they will have! It is so important to keep in mind the internalizing behaviors and not just the externalizing behaviors that we more frequently see. Thanks for sharing the importance of remembering the internalizing behvaiors for students with EBD.
ReplyDeleteAnxiety has become such an epidemic in schools! I believe educators need more training on how to look for the signs of anxiety and on how we can support students with anxiety. There is a great resource "Mental Health First Aide" that my staff has taken that has helped us become better equipped to support students with anxiety. Also, great job on the APA citation!
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