Treating Childhood Anxiety in Schools: Service Delivery in a Response to Intervention Paradigm

Michael L. Sulkowski, Diana K. Joyce, Eric A. Storch

Research output: Contribution to journalReview articlepeer-review

26 Scopus citations


Millions of youth who attend schools in the United States suffer from clinically significant anxiety. Left untreated, these students often experience significant disruptions in their academic, social, and family functioning. Fortunately, promising treatments exist for childhood anxiety that are amenable for delivery in school settings. However, educational law and new service delivery paradigms such as response-to-intervention (RtI) affect the delivery of anxiety interventions. In light of extant laws and practices that govern education, this article discusses the provision of supportive services to address childhood anxiety. Specifically, this article reviews how RtI, the Individuals with Disabilities Education Improvement Act, and Section 504 of the Rehabilitation Act guide service delivery and subsequently impact school-based anxiety treatments. Suggestions are provided to address childhood anxiety within a framework that allows for graduated and fluid service delivery.

Original languageEnglish (US)
Pages (from-to)938-947
Number of pages10
JournalJournal of Child and Family Studies
Issue number6
StatePublished - Dec 2012


  • Anxiety
  • Assessment
  • Children
  • Cognitive-behavioral therapy
  • Response-to-intervention
  • Schools
  • Treatment

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies


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