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Published in: Trials 1/2019

Open Access 01-12-2019 | Anxiety Disorder | Study protocol

Teacher Anxiety Program for Elementary Students (TAPES): intervention development and proposed randomized controlled trial

Authors: Golda S. Ginsburg, Jeffrey E. Pella, Kate Piselli, Grace Chan

Published in: Trials | Issue 1/2019

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Abstract

Background

Excessive student anxiety is a common problem that severely impairs short- and long-term academic functioning and increases teacher burden. Reducing student anxiety has been associated with improvement in educational functioning. Because anxiety manifests daily in the classroom, teachers are in an ideal position to identify and help students manage their anxiety. Unfortunately, teachers lack the knowledge and skills to support the learning of students with excessive anxiety. The Teacher Anxiety Program for Elementary Students (TAPES), a novel teacher-administered school-home collaborative intervention, was designed to address this gap.

Methods

This manuscript describes the protocol for developing and evaluating TAPES. Specifically, we present a description of: (1) the intervention and theoretical model; and (2) methods for the proposed randomized controlled trial comparing TAPES to a standard professional development seminar focused on reducing student anxiety.

Discussion

Primary aims examine the impact of the TAPES training on teacher knowledge and skill. Secondary aims examine the impact of TAPES on student outcomes. Exploratory aims will examine mediators based on our proposed theory of change. If effective, TAPES has the potential to directly benefit teachers (improving skills) and students (reducing anxiety and improving functioning).

Trial registration

ClinicalTrials.gov, NCT03899948. Registered on 28 March 2019.
Appendix
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Metadata
Title
Teacher Anxiety Program for Elementary Students (TAPES): intervention development and proposed randomized controlled trial
Authors
Golda S. Ginsburg
Jeffrey E. Pella
Kate Piselli
Grace Chan
Publication date
01-12-2019
Publisher
BioMed Central
Published in
Trials / Issue 1/2019
Electronic ISSN: 1745-6215
DOI
https://doi.org/10.1186/s13063-019-3863-9

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