Regardless of the various theoretical approaches and definitions of a learning disability, it is evident that anxiety plays a role as a secondary factor involved in the learning process. Previous research (Chapman, Boersma and Janzen, 1978; Chapman, 1979) provided evidence to suggest that affective variables play a major role in the learning disabilities syndrome. The present research was designed to investigate the effects of a differential relaxation procedure in reducing anxiety levels in 9-to 12-year-old learning disabled male students and, further, to assess behavioural treatment effects on subsequent academic performance.
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