Out of Italy : Two Centuries of World Domination and Demise

Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention among students with emotional or behavioral disorders (EBD). Building on previous research, this dissertation explored the effects of school-based anxiety intervention on the performance of students attending school in a self-contained EBD setting. Using a multiple-baseline, between-subjects design, it examined changes in anxiety, school-appropriate behavior, and academic engagement as functions of participation in the cognitive-behavioral anxiety intervention program, FRIENDS for Life. Three fifth-grade students who exhibited generalized anxiety on a teacher rating scale participated in an eight-week course of anxiety intervention. All showed improvement across all dependent measures, supporting the use of cognitive-behavioral intervention at school to improve the school performance of anxious students with EBD. Implications for the further use of school-based anxiety interventions, as well as theoretical and methodological limitations, are discussed.