Abstract
Problematic anxiety in students impairs academic functioning. Teachers are often the first among school personnel to interact with these students, but they rarely receive training in evidence-based anxiety reduction strategies. This study assessed the feasibility of a brief teacher-administered school-home intervention (TAPES; Teacher Anxiety Program for Elementary Students) to reduce student anxiety symptoms. Eight elementary teachers completed a 1-day training and administered TAPES to 10 students with elevated symptoms of anxiety (M age: 8 years old; 50% female; 90% Caucasian). Feasibility of the intervention was assessed using several indicators, including training and intervention satisfaction as well as fidelity of implementation. Pre–post intervention student outcomes were collected from parents, students, and teachers. Results indicated that the majority of teachers were satisfied with the training and reported the intervention was feasible. Paired t-tests on pre–post outcome measures revealed significant reductions in student anxiety symptoms according to teachers and parents. Preliminary results suggest TAPES is feasible and helpful in reducing anxiety symptoms. Additional evaluation using a randomized controlled design is warranted.
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This research was supported by the Institute of Educational Sciences, U.S. Department of Education, through Grant #R324A170071. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.
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Piselli, K., Pella, J.E., Chan, G. et al. Teacher Anxiety Program for Elementary Students (TAPES): An Open Trial. Educ. Treat. Child. 45, 33–50 (2022). https://doi.org/10.1007/s43494-021-00055-1
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DOI: https://doi.org/10.1007/s43494-021-00055-1