Anxiety and Learning Disabilities

Abstract

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, 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 boys and, further, to assess behavioural treatment effects on subsequent academic performance. A postulated circular relationship involving stress, anxiety and inappropriate responses was used to explain the involvement of anxiety in learning disabilities. In addition, the Hull-Spence model of learning was used as a framework to explain the relationship between anxiety and academic performance.