Demonstrates anxiety under normal circumstances Interventions do not have to occur in the classroom they can be administered in small groups with the counselor or similar settings. Interventions: Most of these interventions can be adapted to student group size, or RTI tier.
The key difference to keep in mind for Tier 2 and Tier 3 interventions is INTENSITIY. That is,
the same intervention can be done at both levels, with differing degrees of intensity. . . For example, in Tier 2, the teacher could work with a group of 6 children for 20 minutes three times a week. For Tier 3, the INTENSITY of instruction would need to be increased in Tier 3 by reducing group size to a maximum of 3, increasing group time to 30 minutes, and increasing group frequency to 5 times a week. Suggested Interventions 1. Create a “safe” place for the child to go when anxiety symptoms are high or during stressful times. This may be the nurse’s office or a staff member’s office. Establish rules for the use of the “safe” place. These rules should include items such as, the student must inform the teacher they need a few minutes to calm down, and a set time limit. 2. Be aware of physical symptoms of anxiety and provide activities to distract the child. Calming activities, such as, reading or listening to music may help to alleviate some of the physical symptoms and allow a child to return to class work after a period of time 3. Allow a few minutes at the beginning of the day for the child to transition into the school day. Additional transitional periods might be necessary for other times when routine is disrupted. This can be providing five to ten minutes for the child to prepare their papers and school supplies or simply a few minutes for the child to sit quietly before the school day begins. If the time before school is difficult for the child, it may be beneficial for them to either enter the classroom a few minutes before or a few minutes after the rest of the class arrives. 4. Teach the child relaxation techniques they can do at school, such as deep breathing exercises. Talk with parents about the techniques used at home and try to incorporate them into the classroom. 5. Use small group activities throughout the day. Children with anxiety may be better able to cope with small groups of a few students rather than large classroom study. Have the class break into small groups to complete class work to encourage participation. Remove the student from an activity until he/she can show appropriate behavior. 6. Decrease situations that induce stress. Teachers can restructure assignments to decrease the amount of stress for a student. For example, instead of having a child stand in front of the class to read a report, find creative ways to complete reports. Allow students to make posters or record presentations at home on a tape recorder. 7. Find books that address children with anxiety. Incorporate these books into reading curriculum. This not only helps the child with anxiety to feel better about their anxiety but also can help the other students in the class be more understanding of the condition. Interventions courtesy of Healthcentral.com Page numbers may vary due to different editions 1 Demonstrates anxiety under normal circumstances Interventions do not have to occur in the classroom they can be administered in small groups with the counselor or similar settings. 8. Post the daily routine in the classroom and let students know in advance any changes in the schedule. Letting students know exactly what is expected will help lessen anxiety. For a student with anxiety, a sudden change can cause a panic attack. Knowing in advance what the day will be like will help in transitions. 9. Help students break assignments down into smaller segments. This can help to decrease feeling overwhelmed by large assignments and help a student work on each section. 10. Play soothing music during down time. Many times playing soft music can help children to calm down and can relieve stress. During quiet activities or seatwork, use soothing music. Print Resources: ƒ
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Behavioral Intervention Manual‐ o Section: Emotional or Physical Well‐Being ƒ Seems to be upset by or afraid of new situations or changes in routine pages 122‐124 ƒ Reacts physically in response to excitement, disappointment, surprise, happiness, fear, etc. pages 129‐131 ƒ Demonstrates fear of becoming embarrassed in front of others pages 138‐141 ƒ Becomes pale, may vomit, or pass out when anxious or frightened pages 148‐149 ƒ Demonstrates phobic reactions pages 175‐176 http://www.hes‐inc.com/hes.cgi The Attention Deficit Disorders Intervention Manual‐ Section: Hyperactive‐Impulsive o Engages in nervous habits pages 186‐187 http://www.hes‐inc.com/hes.cgi Pre‐Referral Intervention Manual (PRIM)‐ o Section: Inappropriate Behavior Under Normal Circumstances ƒ Engages in nervous habits pages 379‐380 ƒ Becomes pale, may throw up, or passes out when anxious or frightened pages 391‐392 http://www.hes‐inc.com/hes.cgi The Teacher’s Encyclopedia of Behavior Management, 100 Problems/500 Plans‐ Self Control Issues: o Anxiety/Nervousness pages 45‐56 http://www.pacificnwpublish.com/home/pnp/page_39 Interventions courtesy of Healthcentral.com Page numbers may vary due to different editions 2 Demonstrates anxiety under normal circumstances Interventions do not have to occur in the classroom they can be administered in small groups with the counselor or similar settings. Online Resources: ƒ Intervention Central: o http://www.interventioncentral.org/index.php/study‐org/117‐test‐anxiety‐classroom‐
tips • Health Central Website: o http://www.healthcentral.com/anxiety/school‐258065‐5.html ƒ Dr.Mac’s Behavior Management Site: o http://www.behavioradvisor.com/CatchGood.html o http://www.behavioradvisor.com/Contracts.html ƒ Dr. Laura Riffel – Behavior Doctor Website: o http://www.behaviordoctor.org/files/books/2009PIESIII.doc Interventions courtesy of Healthcentral.com Page numbers may vary due to different editions 3