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Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety

Beigel, Lesley
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470395242

Abstract Details

2016, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
Students who suffer from untreated anxiety often experience a range of behavioral, social, and academic consequences; this is augmented when the child is also intellectually gifted. The present study examined the effectiveness of a modularized cognitive behavior intervention, MATCH-ADTC, with four students who were identified gifted and demonstrated elevated levels of anxiety. Students participated in a seven to eight week intervention designed to teach effective coping skills to manage anxiety. Each student completed the Multidimensional Anxiety Scale for Children 2nd Edition Self Report (MASC-2 SR; March, 2013) before and after the intervention period, and completed fear ladder ratings during each session, to measure the efficacy of the intervention. Results indicated that the intervention was effective in reducing anxiety for students who were intellectually gifted. Suggestions are made for future research.
Elana Bernstein, Ph.D (Advisor)
Susan Davies, Ed.D (Committee Member)
Layla Kurt, Ph.D (Committee Member)
86 p.
Counseling Education; Education; Educational Psychology; Psychology
modularized cognitive behavioral therapy; school-based interventions; childhood anxiety; intellectual giftedness; tier 3 intervention for anxiety; twice exceptionality

Recommended Citations

Citations

  • Beigel, L. (2016). Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470395242

    APA Style (7th edition)

  • Beigel, Lesley. Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety. 2016. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470395242.

    MLA Style (8th edition)

  • Beigel, Lesley. "Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety." Electronic thesis or dissertation, University of Dayton, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470395242

    Chicago Manual of Style (17th edition)

dayton1470395242
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This open access ETD is published by University of Dayton and OhioLINK.