Specialist in Education (Ed.S.), University of Dayton, 2021, School Psychology

Anxiety is a normal and appropriate response to a variety of situations. However, long-term effects of anxiety can impede daily life activities and disrupt an individual's overall well-being; this can be amplified when the child is also academically or intellectually gifted. The present study examined the effectiveness of the Brief Coping Cat, implemented in a school setting with three students who were identified gifted and demonstrated elevated levels of anxiety. Students participated in an eight-week intervention designed to increase their understanding of anxiety and teach effective coping skills through cognitive strategies and exposure tasks. Each student completed the Multidimensional Anxiety Scale for Children 2nd Edition Self Report before and after the intervention period and completed a Subject Units of Distress Scale (SUDS) during each session, to measure the efficacy of the intervention. Results indicated that the brief intervention was effective in reducing anxiety for students who were academically and intellectually gifted. Implications for school-based supports for students who are gifted and experience anxiety are discussed.

Committee: Elana Bernstein Ph.D. (Committee Chair); Sawyer Hunley Ph.D. (Committee Member); Layla Kurt Ph.D. (Committee Member) Subjects: Educational Psychology; Mental Health; Psychology; School Counseling

Specialist in Education (Ed.S.), University of Dayton, 2017, School Psychology

Anxiety is a common co-occurring symptom in children with Autism Spectrum Disorder (ASD) and contributes to the difficulties they experience at school. Unfortunately, few school-based interventions are considered well established and lack strong empirical data for successfully treating anxiety in children with ASD. The present study examined the effectiveness of a modified cognitive behavioral therapy (CBT) intervention, Brief Coping Cat, when implemented with (n = 3) students with co-occurring ASD and anxiety. Students participated in an eight-week intervention designed to teach children to recognize signs of anxious arousal and use learned strategies to manage the symptoms. Intervention outcomes were measured with weekly self-reported ratings of anxiety. The students' teacher was also interviewed before and after the intervention regarding each students' anxiety and progress with the intervention. Results indicated that the intervention demonstrates effectiveness and flexibility in a school-based setting, and with the unique population of participants, but requires further research to support the generalizability of the study's findings.

Committee: Elana Bernstein (Committee Chair); Susan Davies (Committee Member); Layla Kurt (Committee Member) Subjects: Cognitive Therapy; Counseling Education; Educational Psychology; Psychology; School Counseling; Special Education