A Case Study of Cognitive and Biophysical Models of Education as Linked to Anxiety and Obsessive Compulsive Disorders

Autor/in	Maye, Kelly M.
Titel	A Case Study of Cognitive and Biophysical Models of Education as Linked to Anxiety and Obsessive Compulsive Disorders
Quelle	In: Journal of Pedagogy, 3 (2012) 1, S.136-144 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.2478/v10159-012-0007-7
Schlagwörter	Anxiety; Behavior Disorders; Physiology; Biology; Cognitive Ability; Neurological Impairments; Models; Anxiety Disorders; Case Studies; Referral; Eligibility; Student Placement; Grade 4; Elementary School Students; Males; Emotional Response; Psychological Patterns; Surveys; Questionnaires; Interviews; Emotional Disturbances; Therapy; Intervention; Kaufman Assessment Battery for Children; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Angst; Physiologie; Biologie; Denkfähigkeit; Neurodegenerative Erkrankung; Analogiemodell; Case study; Fallstudie; Case Study; Eignung; Schülerpraktikum; School year 04; 4. Schuljahr; Schuljahr 04; Male; Männliches Geschlecht; Emotionales Verhalten; Survey; Umfrage; Befragung; Fragebogen; Interviewing; Interviewtechnik; Gefühlsstörung; Therapie; Schulleistung; Test
Abstract	Cognitive and biophysical factors have been considered contributors linked to identifiable markers of obsessive compulsive and anxiety disorders. Research demonstrates multiple causes and mixed results for the short-term success of educational programs designed to ameliorate problems that children with obsessive compulsive and anxiety disorders face in the day school setting. The consideration of cognitive and biophysical models of education as related to OCD and anxiety disorder has proven beneficial in determining appropriate treatment for the identified population of students. In this case study cognitive and biophysical factors are considered to address the referral, eligibility, placement, and treatment of a 4th grade student named Ethan. Ethan exhibited OCD tendencies and elevated levels of anxiety. Ethan often responded to everyday situations with increased emotion of anger and worry, which presented an adverse impact on his educational performance. An array of information was collected as part of the special education evaluation conducted through several measures including: educational diagnostics, surveys, questionnaires, and interviews. Ethan was found eligible for services under the primary disability category "Emotional and Behavioral Disorder", related to diagnoses of Obsessive Compulsive and Anxiety Disorder. It was determined that the result of such chronic disorders limited Ethan's ability to access the educational environment, in the absence of specially designed instruction. Interventions considered applicable for implementation were Rational Emotive Behavior Therapy (REBT), as a form of psychotherapy, and Cognitive Therapy (CT). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01