An intervention for helping elementary students reduce

test anxiety. (Perspective From The Field).

Subject: Test anxiety (Care and treatment)
Elementary school students (Care and treatment)
Elementary school students (Psychological aspects)
Student counselors (Practice)
Authors: Cheek, James R.
Bradley, Loretta J.
Reynolds, JoLynne
Coy, Doris
Pub Date: 12/01/2002
Publication Name: Professional School Counseling Publisher: American School Counselor
: Association Audience: Academic;
Professional Format: Magazine/Journal Subject: Family and marriage;
Psychology and mental health Copyright: COPYRIGHT 2002 American School
Counselor Association ISSN: 1096-2409
Issue: Date: Dec, 2002 Source Volume: 6 Source Issue: 2
Topic: Event Code: 200 Management dynamics
Product: Product Code: E197200 Students, Elementary
Accession
96194767
Number:
Full Text: It is an underlying assumption in schools that examinations will be given. In
fact, within the broad field of education, the use of standardized testing has
become ubiquitous (Council of Chief State School Officers, 2000). As salient as
examinations are in the life of students, test anxiety among elementary
students seems to have been ignored. Yet, demands on students to do well on
tests are a reality. As demands and pressures are placed on students to
achieve higher test scores, the need for school counselors to implement
interventions to help reduce anxiety increases. The purpose of this article is to
describe an intervention designed to reduce elementary students' test
anxiety.

Researchers in the field such as Hancock (2001), Hedl (1972), Sarason (1980),
Spielberger and Vagg (1995), and Trent and Maxwell (1980) have
characterized test anxiety as a relatively stable personality trait in which
threatening situations generate debilitating psychological, physiological, and
behavioral responses. Not only can test anxiety cause children to rush through
testing in order to escape the unpleasant physical experiences (Rubenzer,
1988), but also it may actually create an "invisible disability" of achievement
stress that can extend throughout a student's academic career (Hill &
Wigfield, 1984). The "flight or fight" response experienced as a part of test
anxiety can lead to major changes in attitude and effort that include
withdrawal, outbursts, overactive behaviors, fatigue, avoidance of school, and
other depressive symptoms (Rubenzer, 1988).

THE INTERVENTION

Overview

Previous research (Gonzales, 1995; Kennedy & Doepke, 1999; Proeger &
Myrick, 1980) provides data to support the effectiveness of relaxation training
for secondary and college-age students. These relaxation techniques have
rarely been implemented in an elementary group setting (Strumpf & Fodor,
1993).

There is evidence to suggest that incorporating art and music techniques with
stress-reducing strategies provides additional support and an element of fun
(Hobson, 1996; Thomas, 1987). Developmentally, art is a natural extension for
elementary students, and the research of Thomas (1987) indicated that
adolescents often use music as one of their main stress-management
strategies. Further, Russell (1992) found that familiar-sedative music paired
with imagery proved to be the most successful strategy for reducing state
anxiety among college students.

The strategies presented in this article were implemented in both group and
classroom guidance settings. Stress-management techniques combined with
music, art, and movement made the sessions fun and exciting for the
students.

The Setting

The setting for this intervention was an elementary school consisting of grades
kindergarten through fifth grade. As preparation for statewide testing in early
spring, students are administered benchmark tests three times during the fall
and winter. Following the benchmark testing, some teachers reported that
several of their students were demonstrating signs of anxiety such as
avoidance, crying, illness, and outbursts of anger. Thus, as part of the school's
remediation and support for the students, the school counselor devised an
intervention designed to address the increasing anxiety and decreasing test
scores of the students.

Procedure

Following the benchmark tests in October, the school counselor identified 16

students who had not met the 70% passing rate or who had exhibited or
reported extreme feelings of anxiety and stress (six in third grade, five in
fourth grade, and five in fifth grade). Fifty percent of these students had failed
the Reading portion of the test while 67% of the students failed the
Mathematics section. Some students were also recommended for intervention
strategies due to high anxiety reactions. When informally interviewed by the
school counselor, all 16 students reported feelings of frustration and anxiety
with regard to the testing, even to the point of physical illness and vomiting.

Because of time constraints and in order to avoid increasing the academic

pressures the students felt, the school counselor implemented relaxation
techniques in a format that would not remove students from class for long
periods of time. Initially, all 16 of the identified students from the three grade
levels participated in group sessions in the counselor's office. Further
interventions were implemented in the students' classrooms. Additionally, the
students' parents were given information and materials to use at home.

During the first group session, the 16 students were administered a test
anxiety exposure hierarchy based on the work by Kennedy and Doepke
(1999). This hierarchy consists of 13 items. (See Appendix.) The students were
asked to respond to each item by individually recording the level of his or her
anxiety on a scale of 0 (representing no anxiety) to 10 (representing
debilitating anxiety). According to the mean (8.4) of self-report levels, the
highest anxiety event was: "You start the test and read the first question. You
do not know the answer immediately." During subsequent group sessions, the
discussion of the students' reactions to the items served as a focal point for
the group relaxation techniques.

In the second session, the 16 students were taught to "Stop, Drop, and Roll."
In an effort to facilitate integration, this relaxation technique utilized the well-
known fire safety precautions that many children are taught in schools.
Specifically, the students were instructed that when they physically felt the
"fire" of anxiety and stress, they should "stop" (actually put down their pencils
and place their hands on the table while concentrating on the coolness of the
surface). Then they were to "drop" their heads forward, and "roll" them around
gently while taking three deep breaths. The group members practiced the
relaxation technique as classical music was played.

During the third group session, the 16 students used the relaxation technique
during imagined exposure to the hierarchy items. As the counselor read each
item, the group members called "Fire!" when they started to feel anxiety, and
the group would practice the "Stop, Drop, and Roll" techniques. The students
then used art materials to create self-portraits depicting themselves as calm
and successful during the test. These drawings were sent home with the
students so that their parents could assist them with their relaxation.

The next three sessions were implemented as part of a classroom guidance

unit on test-taking skills. The students who had participated in the group
sessions taught their classmates the "Stop, Drop, and Roll" techniques
(monitored and assisted by the school counselor). Classroom visits by the
counselor and frequent reports from teachers and parents assisted in
monitoring the ongoing progress of the students. During the final days before
the test administration, a school-wide assembly was held to motivate all
students to practice the "Stop, Drop, and Roll" technique to techno dance
music.

Evaluation

Following the administration of the statewide test, the 16 students in the initial
group sessions reported that they felt better and were more relaxed during
the administration of the test. Ultimately, 75% of the students who
participated in the group passed the Reading portion of the test and 94%
passed the Mathematics portion. Of the 16 group members, only two failed
both the Reading and Math portions. The other 14 group members
successfully passed at least one part of the test. Additionally, all 16 of the
group members reported less stress and worry about future testing situations.
Parents and teachers also observed and reported a reduction in stress-
reaction behaviors. Although it cannot be concluded that the test anxiety
interventions were completely responsible for the success of the group
members, the evaluation from the students and their teachers certainly
suggests that it was an important component.

DISCUSSION

There is no foreseeable end to high-stakes testing for students. In an

environment where test scores have been and will continue to be utilized to
evaluate students and schools, school counselors must take the responsibility
to assist all members of the school community (students, staff, and parents)
with the increasing pressures and stress associated with testing.

Through the utilization of a multisystemic format, a veritable safety net was

built around the 16 students. Teachers, parents, and other students joined the
school counselor in supporting students through the anxiety-provoking testing
situations. As a by-product of the intervention, there was an increased sense
of school community. By expanding the utilization of the techniques into the
classroom, the group members were not isolated and stigmatized. Instead,
they were permitted to be instructors in the process for their class. In fact,
many of the students in the class requested to join the groups, because it
appeared that they had a tremendous amount of fun.
In summary, we believe this intervention is easy to teach and learn, easy to
understand, and is effective in reducing test anxiety and increasing school
success, particularly for elementary students. Additionally, it is especially
effective in highlighting the role of the school counselor, as it provides a
means for the counselor to facilitate an effective counseling alliance with
students, teachers, and parents.

APPENDIX

Test Anxiety Exposure Hierarchy

* You are preparing for the test that will be administered in one week.

* You are in class working on skills for the test. It is a week before the test.

* You are discussing the importance of the test. It is now Friday morning.

* It is Monday morning before the test. You are studying and planning your
schedule for tomorrow.

* It is night before the test. You are eating breakfast. How are you feeling?

* It is Tuesday morning, and you are walking into your classroom.

* You are sitting in a classroom waiting for the test to begin, and they hand
you your test.

* You start the test and read a few the first question. You do not know the
answer immediately.

* You are taking the test and read a few more questions that are confusing.

* You realize that people are starting to finish the test, and you know that you
need more time.

* You are taking the test, and it is time for lunch.

* You turn in the test.

References

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James R. Cheek, Ed.D., is an assistant professor, Department of Human

Services and Counseling, St. Johns's University, New York City. E-mail:
[email protected]. Loretta J. Bradley, Ph.D., is a professor, Counselor
Education Department, Texas Tech University, Lubbock. JoLynne Reynolds,
Ph.D., is an assistant professor, Department of Education Administration and
Psychology, Southwest Texas State University, San Marcos. Doris Coy, Ph.D., is
a professor in Counselor Education, University of North Texas, Denton.
Gale
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