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Journal of Child and Family Studies
Gepubliceerd in:

01-12-2012 | Original Paper

Treating Childhood Anxiety in Schools: Service Delivery in a Response to Intervention Paradigm

Auteurs: Michael L. Sulkowski, Diana K. Joyce, Eric A. Storch

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 6/2012

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Abstract

Millions of youth who attend schools in the United States suffer from clinically significant anxiety. Left untreated, these students often experience significant disruptions in their academic, social, and family functioning. Fortunately, promising treatments exist for childhood anxiety that are amenable for delivery in school settings. However, educational law and new service delivery paradigms such as response-to-intervention (RtI) affect the delivery of anxiety interventions. In light of extant laws and practices that govern education, this article discusses the provision of supportive services to address childhood anxiety. Specifically, this article reviews how RtI, the Individuals with Disabilities Education Improvement Act, and Section 504 of the Rehabilitation Act guide service delivery and subsequently impact school-based anxiety treatments. Suggestions are provided to address childhood anxiety within a framework that allows for graduated and fluid service delivery.
vorige artikel Spirituality Development for Homeless Youth: A Mindfulness Meditation Feasibility Pilot
volgende artikel Service Coordination and Children’s Functioning in a School-Based Intensive Mental Health Program
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Metagegevens
Titel
Treating Childhood Anxiety in Schools: Service Delivery in a Response to Intervention Paradigm
Auteurs
Michael L. Sulkowski
Diana K. Joyce
Eric A. Storch
Publicatiedatum
01-12-2012
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 6/2012
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-011-9553-1

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