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.
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.
- Content Type Journal Article
- Category Original Paper
- Pages 1-10
- DOI 10.1007/s10826-011-9553-1
- Authors
- Michael L. Sulkowski, Department of Pediatrics, University of South Florida, Saint Petersburg, FL 33701, USA
- Diana K. Joyce, Department of Special Education, School Psychology and Early Childhood Studies, University of Florida, Gainesville, FL, USA
- Eric A. Storch, Department of Pediatrics, University of South Florida, Saint Petersburg, FL 33701, USA
- Journal Journal of Child and Family Studies
- Online ISSN 1573-2843
- Print ISSN 1062-1024