Teachers who understand anxiety and its effect on a student's learning and behavior, and use a few common strategies in different and more effective ways, will be less frustrated and more effective in their work with anxious or emotionally fragile students.
Get full access to this article
View all access options for this article.
References
1.
GreeneR.W. (1998). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children. New York, NY: HarperCollins.
KrashenS.D. (2003). Explorations in language acquisition and use: The Taipei lectures. Portsmouth, NH: Heinemann.
4.
MerikangasK.R.HeJ.P.BursteinM.SwansonS.A.AvenevoliS.CuiL.,…
SwendsenJ. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of The American Academy of Child & Adolescent Psychiatry, 49 (10), 980–989.
5.
MinahanJ. (2014). The behavior code companion: Strategies, tools, and interventions for supporting students with anxiety-related or oppositional behaviors. Cambridge, MA: Harvard Education Press.
6.
MinahanJ.RappaportN. (2012). The behavior code: A practical guide to understanding and teaching the most challenging students. Cambridge, MA: Harvard Education Press.
7.
SchultzJ.J. (2011). Nowhere to hide: Why kids with ADHD and LD hate school and what we can do about it. San Francisco, CA: Jossey-Bass.
8.
SchultzJ.J. (2012, February). The stress connection: The missing piece of the LD puzzle. Paper presented at the annual meeting of the Learning Disabilities Association of America, Chicago, Ill.
