GrillsTaquechel,A.E.,Fletcher,J.M.,Vaughn,S.R.,Denton,C.A.,&Taylor,P.(2013).

Anxietyandinattentionaspredictorsofachievementinearlyelementaryschoolchildren.
Anxiety,Stress&Coping,26(4),391410.doi:10.1080/10615806.2012.691969
Thisstudylookedintotherelationshipbetweenanxietyandinattentiontoschoolperformance.
Theresultsshowedthatseparationanxietyledtodecreasedschoolperformance(particularly
readingachievement)inthefirstgradersbeingstudied.Separationanxietytendstobeheightened
whennewtransitionsoccur,andsincefirstgradeisabigtransitionfromkindergarten,thiswould
explaintheincreaseinanxiety.Thisarticleisagoodsourcetoshowhowanxiety,especially
separationanxiety,canleadtolowerschoolachievementinchildren.Separationanxietyisa
commonanxietydisorderamongyoungerageschoolchildren,andshouldbetakeninto
considerationbyschoolpsychologists.Overallthisarticlesupportsevidenceofanxiety
negativelyaffectingschoolperformance,whichshouldbeofinteresttoschoolpsychologists
whowanttoenhanceschoolperformance.

Wood,J.(2006).Effectofanxietyreductiononchildren'sschoolperformanceandsocial
adjustment.DevelopmentalPsychology,42(2),345349.
doi:http://dx.doi.org/10.1037/00121649.42.2.345
Thisstudyattemptedtodetermineifreductionofanxietyinhighlyanxiousstudentswouldresult
inimprovedschoolperformanceandsocialadjustment.Thestudyinvolvedanimplementationof
CognitiveBehavioralTherapyasaninterventionsystemtoreduceanxiety.Theresultsshowed
thatareductioninanxietyimprovedschoolperformanceduetoeitherincreasedconcentration(if
anxietywasbasedonthreatstimuli)orgreaterengagement(ifanxietywasbasedsolelyon

schoolperformance).Thisstudyisagoodsourcetosupportaneedfortherapyintreatinganxiety
disorders.Italsogivesevidencedisplayinghowanxietycandeterschoolperformancein
students,andhowreducinganxietycanleadtoimprovedschoolperformanceoutcomes.This
articlecouldbeofinteresttoschoolpsychologistsiftheywanttoimproveschoolperformancein
studentswhoaredisplayingsymptomsofanxiety.

Ng,E,&Lee,K(2015).Effectsoftraittestanxietyandstateanxietyonchildren'sworking
memorytaskperformance.LearningandIndividualDifferences40,141148.
doi:http://dx.doi.org/10.1016/j.lindif.2015.04.007
Thisarticleinvestigatedtheeffectsoftestanxietyoncognitiveperformance,specificallyits
effectsonworkingmemoryofarithmeticperformancetasks.Thestudyinvolvedcreatinghigh
anxietytestingsituationsbyplacingatimelimitandtellingtheparticipantssuccessonthetest
involvedobtainingahighamountofcorrectanswers.Theresultsshowedthattestanxietyhada
relationshipwithdecreasedworkingmemoryofarithmetictaskperformance.Thisstudyshowed
howtestanxietycouldnegativelyaffectcognitiveperformance.Sincetheoccurrenceoftodays
highstakestestinginschools,testanxietyhasbecomeaproblemamongstschoolchildren.This
articlesupportstheevidenceshowingtestanxietysnegativeeffectsonschoolperformance,
whichisofconcerntoschoolpsychologists.Schoolpsychologistsshouldbeawareoftheeffects
oftestanxietyonstudents,andhowtomediatethisthroughtheirmentalhealthservices.

Simon,E.,Dirksen,C.D.,&Bgels,S.M.(2013).Anexplorativecosteffectiveness
analysisofschoolbasedscreeningforchildanxietyusingadecisionanalytic

model.Europeanchild&adolescentpsychiatry,22(10),619630.
doi:10.1007/s007870130404z
Theintentofthisstudywastoevaluatethecosteffectivenessofdifferentscreeningprocedures
forchildanxiety.Thestudyfoundthatthestrategyofdoingnothingandthestrategyof
screeningforanxietyandofferinginterventionsupporttoeithertheparentorchildwerethemost
costeffectiveapproachestoscreeninganxiety.Thestrategyofscreeningwhileoffering
differentialsupportcostonlylittleextrawhencomparedtodoingnothing.Furthermore,
screeningandofferingparentfocusedinterventionwithanxiousparents,andscreeningand
offeringchildfocusedinterventionwithnonanxiousparentswerefoundtobethemostcost
effectiveapproach.Theimplicationsofthisstudyarenoteworthybecausetheresultsshowthat
screeninganddifferentialinterventionsforchildrenwithanxietydonotcostmuchmorethan
doingnothinginaschoolsystem.Thismeansonecoulddoconsiderableworkinscreeningand
treatingchildrenwithanxietyinschoolswhilenotcostingtheschoolsomuchextramoney.

Sulkowski,M.L.,Joyce,D.K.,&Storch,E.A.(2012).Treatingchildhoodanxietyin
schools:Servicedeliveryinaresponsetointerventionparadigm.JournalofChild
andFamilyStudies,21(6),938947.doi:10.1007/s1082601195531
ThisarticlediscussestheResponsetoInterventionApproachthatcanbeappliedinschoolsto
treatchildrenwithanxiety.Itdescribesamultitieredapproachtotreatingchildhoodanxietyin
schoolsettings.Tier1involvesuniversalscreeningmethodsthatcanbeappliedtoallstudents,
andincludesexamplesofthesescreeningmethods.Tier2involvesthefurtherassessmentof
youthwhoaresuspectedofpotentiallyhavingsomeformofanxietythroughobservations,

interviews,worksamplesetc.ChildrenwhowouldmeetthisTiercouldthenparticipatein
interventionssuchgroupbasedtherapyor(morerecentlyutilized)computerizedCBTdelivery.
Lastly,Tier3isservicedeliverytothosestudentswhoarefoundtohavesevereanxiety
problems,andthiswouldinvolvemoreindividualizedcareinvolvingCBTcounseling,anda
treatmentplanthatisimplementedbyaschoolbasedmentalhealthprofessional.Thearticlealso
mentionsatherapymodulecalled,CopingCat,aCBTapproachthatcanbeusedwithchildrenin
aschoolbasedsetting.Overall,thisarticlelaidoutanRTIapproachtoaddressinganxietyina
schoolsettingaswellincludedteststoscreenforanxietyinschools.Itcanserveasagood
sourceofinformationforschoolpsychologistsinterestedinamultitieredapproachtotreating
childanxietywithintheschoolsystem.

Essau,C.A.,Conradt,J.,Sasagawa,S.,&Ollendick,T.H.(2012).Preventionofanxiety
symptomsinchildren:Resultsfromauniversalschoolbasedtrial.BehaviorTherapy,
43(2),450464.doi:http://dx.doi.org.uri.idm.oclc.org/10.1016/j.beth.2011.08.003
ThisstudywantedtoevaluatethesuccessoftheCBTinterventionprogramFRIENDSintreating
anxietyanddepressioninyouth.TherewasaninterventiongroupwheretheFRIENDS
interventionprogramwasimplementedfor10weeksalongwithacontrolgroupwhereno
interventionprogramwasimplemented.Theresultsfromthisstudyfoundasignificant
differencebetweentheinterventiongroupandcontrolgroupintheareaofanxiety,especiallyfor
separationanxiety,panicdisorder,andgeneralizedanxietydisorder.Theinterventiongroup
displayedreducedanxietysymptomswhencomparedtothecontrolgroup,demonstratingthe
effectivenessoftheFRIENDSinterventionprogram.Overall,thisstudyshowedgoodevidence

fortheCBTbasedpreventionandinterventionprogramFRIENDS,whichshouldbelookedat
carefullywhenconsideringhowtotreatanxietyinschools.Thissourcecanbegoodforschool
psychologistslookingtoimplementinterventionprogramslikeFRIENDSorotherintotheir
schoolstotreatchildanxiety.

Ginsburg,G.S.,Becker,K.D.,Drazdowski,T.K.,&Tein,J.Y.(2012,February).
Treatinganxietydisordersininnercityschools:Resultsfromapilotrandomized
controlledtrialcomparingCBTandusualcare.InChild&youthcareforum(Vol.41,
No.1,pp.119).SpringerUS.doi:10.1007/s1056601191564
This study aimed to compare the effectiveness of Cognitive Behavioral Therapy (CBT) by
beginnertherapistsinurbanschoolstotheusualcare(UC)foranxietydisorders(akaregular
therapysessions).Theresultsfromthisstudyfoundthatthereweresignificantimprovementsin
thepresenceandseverityofanxietysymptomsinthechildrenbeingstudied,butthattherewas
nosignificantdifferentbetweentheCBTandUCapproachtotherapy.Oneofthereasonsthe
authorssuggestedlackofdifferencebetweenthetwoapproachesisthatabout56%oftheUC
therapysessionscontainedaspectsofCBT,withoutthetherapistsknowledge.Overallthough,
this study did find that brief schoolbased therapy interventions could significantly reduce
symptoms of anxiety amongst anxious students. The findings of this study could be of
significancetoschoolpsychologists,becausetheyshowthatanyformofschoolbasedtherapy,
whetherCBTbasedornot,canimprovesymptomsofanxietyinchildren.

VonDerEmbse,N.,Barterian,J.,&Segool,N.(2013).Testanxietyinterventionsfor

childrenandadolescents:Asystematicreviewoftreatmentstudiesfrom2000
2010.PsychologyintheSchools,50(1),5771.doi:10.1002/pits.21660
Thisarticlehighlightsarelativelynewformofanxietychildrenexperience:testanxiety.
Testanxietycausesstudentstoperformpoorlyontestsbecauseoftheemergingtrendoftests
dictatingastudentssuccess(asaresultoftheNoChildLeftBehindAct).Theauthorswantedto
assessinterventionstrategiesfortestanxietybycomparingorbasingthemoffofevidencebased
treatmentsforgeneralizedanxietydisorders.Thestudyinvolvedaliteraturereviewof10years
worthofinterventionsfortestanxiety.Overall,thefindingssuggestedthatsuccessful
interventionsfortestanxietyfallinto5categories:behavioral,cognitive,cognitivebehavioral,
studyskills,andtesttakingskills.
Thearticlealsospecificallydiscussionstheimplicationsforschoolpsychologists,inthat
theyhavethepowertohandletheseissuesoftestanxietythroughanRTIapproach.Thereare
universalassessmentsfortestanxiety,suchastheFRIEDBENTestAnxietyScaleandthe
ChildrensTestAnxietyScale,whichareeasytoadministerandcantargetthosestudentswho
maybesusceptibletotestanxiety.SchoolpsychologistscanthenimplementTier2group
therapysupporttoservicestudents.Intensive,Tier3,supportcouldinvolverelaxationtraining
usingbiofeedback.Overallthisarticleisagoodsourcegivingtreatmentandintervention
strategiesschoolpsychologistscouldusetodiminishtestanxietyintheirstudents.