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ToolboxSheetAnxietyDisorder

By:AidanO,JessicaN,KatieH,&SamS.

GeneralDefinition:Anxietydisordersarecharacterisedbyanirrationalfearofasituationorstimulusthatisinexcess
ofwhatwouldbeconsideredreasonableandageappropriate.

ABEdCode:ECS:Code30,Grades112:Code53

IncidenceRate:between1020%ofallstudents

TypesofAnxietyDisorders&ObservableMaladaptiveBehaviors/Characteristics:
1. SocialAnxietyDisorder:fearofbeingjudgedbyothers.
Blushing
RapidHeartRate
Shaking
DryMouth
ExcessivePerspiring
Feelingveryhot
Fearoflosingtrackofconversation
2. PTSD:exposuretoatraumaticeventleadingtodebilitatingpsychologicalsymptoms.
Intenseflashbacks(whileawake)
Nightmares
Emotionaldetachment,estrangementornumbness
Avoidanceofsituationsthatmayremindyouofevent.
3. PanicDisorder:aquickonsetofintensefearthatrisesandpeaksatapproximately10mins.
Shortnessofbreath,dizziness,fainting
Acceleratedheartrate
Trembling/shaking
Sweating
Choking
Chestpain
Fearofdyingorimminentdangeretc.
4. OCD:rituals/obsessiveactsarerepeatedeverytimeapersonfeelsanxietywithin/inresponsetocertain
events/situations.
Repeatedrituals(ex.excessivehandwashing,cannotenterahousewithoutknocking3timesonthe
door,etc...)
5. SpecificPhobia:aspecificexcessivefearofsomethingthatinterfereswithyourabilitytoliveyourlife(ex.
spiders).
Avoidingcertainplaces/things/situationsoutoffear.
6. GeneralizedAnxietyDisorder:spendinganunreasonableamountoftimeobsessingover/catastrophizing
situationsthatcauseyouanxietytothepointwhereitinterfereswithyourlife.
Dwellsonsituationsforverylongperiodsoftime
Makesuphundredsofdifferentnegativeoutcomesforsituations
Lackofconcentration
7. SeparationAnxiety:fearofabandonment.
Notlettingparentoutofsite/followingthemaroundconstantly
Fearofsleepingatanotherpersonshouse
Notwantingtogotoschoolortoanovernightcamp

Notwantingtobebythemselves.
Crying/tantrumsandextremefearwhenguardianleavesthem.

EffectiveTeachingResourcesandStrategies

1. Class Presentations: Anxious students may fear the spotlight. Offer theoptiontopresenttotheteacheralone,
or audio/videotape presentations ahead of time. For Art orDrama presentationshavestudentspresenttoeach
otherinverysmallgroupsoreveninpartnersthatareassignedaheadoftimetoensuretheyarecomfortable.
2. Assessment Conditions: Anxious students maybeexcessivelystressedduringexaminationsdueto timelimits
and checking/rechecking their work. Offer extended time on tests, the option to test in alternate/quiet
locations, breaks during the test, and consider using word banks or equation sheetsfor cueing soastoavoid
"blacking out" on rote material. You may also consider breaking up the test into different sections to be
administeredatdifferenttimes.
3. Cool Down Pass: Offer the option to leave astressfulsituationbrieflytogeta drinkofwater/goforawalk to
allow the studenttoreturnto classinacalmerstate.Ratherthanhaving thestudentaskthisandriskbeingina
social spotlight, use an object (stuffed animal, card, etc...) for the student toputontheirdeskoryourdeskto
signaltheyareonabreak.Typicallyanxiousstudentswillnottakeadvantageofthisprivilege.
4. Homework Expectations: Anxious students may spend too much time on homework (redoing, rechecking,
rereading,worrying). Setareasonable amount oftimeforhomeworkandthenreducethehomeworkloadtofit
into that time frame. Have the child do every other math question, reduce reading and writing assignments,
consider audiobooks, and consider a "scribe" if the student struggles with putting thoughts ontopaper, this
waytheycanverbalizetheiranswerswhilesomeoneelsewritesthemdown.
5. Large Group Gatherings: Plan student seating away from rowdy classmates to help them focus or simply
allow student to sit where they feel most comfortable. For Art critiques, the fear of the spotlight may be
crippling so have all studentsdoa gallery walk and then complete written reflections or answer 1 or2short
written questions about a piece of work in the critique rather than always doing oral art critiques, gradually
you can build into oral critiques. If you are planning on calling on studentsinalargeoralgroupcritique, use
some kind of signal to let the anxious student know wellaheadoftimethatyouwillbecallingonthemthis
may look like posing an open ended question to the entire class, givingthema few minutes to think of an
answer and then standing near the anxious student to indicate you will be calling on them. This gives them
plentyoftimetothinkabouttheiranswer.
6. Instructional Accommodations: It ishelpful to anxious studentsto have clear,straightforwardinstructions so
they know they are on the right track. Signal the class first when giving directions (flashing lights, counting
down,askingfortheirattention,waitingforquiet). Providebothoralandwrittendirections.Breakinstructions
into steps. For an Art or Drama class: provide demos of new techniques/mediums/skills prior to starting
projects that require those skills and show exemplars of different qualitiesof end products to clarify project
expectations.
7. Safe Person: Designate one person at school as a safe person who understands the students anxieties (ex.
counselor, principal, nurse, teacher, etc). The student should have the ability to check in with their safe
person briefly (510 minutes) to help ease worries, take deep breaths and return to class when they need it.
Thiscaneasethefearofgoingtoschool.
8. UnstructuredActivities:Fearsofrejectioncanmakeunstructuredtimestressful.Ifgroupingstudentsis
necessary,choosethegroupsaheadoftimeratherthanhavingstudentscreatetheirowngroups.InanArtor
Dramaclass,unstructuredtimemaysimplybetimesetasidetoworkonanactivityorprojectofthestudents
choice.Inthiscase,youcoulddesignateasoloworkareaandagroupworkareawithintheclassroomsothat
studentsdonotfeelpressuredtoworkwithotherstudentsiftheydonotwantto.
9. DifferentiatingInstruction:step1.identifyunderlyingconcepts,step2.chooseinstructionalstrategies,step3.
choosestrategiesforstudentpractice,step4.choosestrategiesforassessmentandevaluation.

Resources

ADAC/ACTA.(n.d.).RetrievedJanuary20,2015,fromhttp://www.anxietycanada.ca/english/index.php

McLoone,J.,Hudson,J.,&Rapee,R.(2006).TreatingAnxietyDisordersinaSchoolSetting.Educationand
TreatmentofChildrenSpecialIssue:BringingEvidenceBasedChildMentalHealthServicestotheSchools:General
IssuesandSpecificPopulations,29(2),219242.RetrievedJanuary1,2015,from
http://0www.jstor.org.darius.uleth.ca/stable/pdfplus/42899883.pdf?acceptTC=true

PsychologyResourcesforAnxiety|MastersinPsychologyGuide.com.(n.d.).RetrievedJanuary20,2015,from
http://mastersinpsychologyguide.com/articles/psychologyresourcesanxiety

Riedford,K.(2010).Recognizinganxietydisordersinchildrenandadolescents.TheJournalforNursePractitioners,
6(9),727728.RetreivedJanuary2015fromhttp://0dx.doi.org.darius.uleth.ca/10.1016/j.nurpra.2010.07.007

WorryWiseKids.org|NormalAnxiety.(n.d.).RetrievedJanuary20,2015,fromhttp://www.worrywisekids.org/node/70

WorryWiseKids.org|SampleAccommodationsforAnxiousKids.(n.d.).RetrievedJanuary20,2015,from
http://www.worrywisekids.org/node/40

WorryWiseKids.org|YourChild'sEducationalRights.(n.d.).RetrievedJanuary20,2015,from
http://www.worrywisekids.org/node/39

(AlbertaEducationResources)

AnxietyDisorders.(n.d.).RetrievedJanuary20,2015,from
http://www.learnalberta.ca/content/inmdict/html/anxiety_disorders.html

BySpecialEducationCode.(n.d.).RetrievedJanuary20,2015,from
http://education.alberta.ca/admin/supportingstudent/schoolleaders/stats/bycode.aspx

Individualizedprogramplanning(IPP):ECStograde12.Programmingforstudentswithspecialneeds.(2006).
Edmonton,Alta.:AlbertaLearning,SpecialProgramsBranch.

Morrison,W.,&Kirby,P.(2010).Schoolsasasettingforpromotingpositivementalhealthbetterpracticesand
perspectives.Summerside,P.E.I.:JointConsortiumforSchoolHealth.

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