Hypotheses were proposed suggesting that learning disabilities predispose individuals toward anxiety and that special education intervention moderates the manifestation of anxiety. A regression analysis was performed with the outcome variable of Total Anxiety from The Revised Children's Manifest Anxiety Scale (RCMAS; Reynolds &amp; Richmond, 1985) with data from 91 elementary students with learning disabilities. Predictor variables included Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) Full Scale Intelligence Quotient (IQ), absolute WISC-R Verbal-Performance IQ differences, discrepancies between WISC-R Full Scale IQs and Woodcock-Johnson Psycho-Educational Battery (WJPEB; Woodcock &amp; Johnson, 1977) achievement scores, percentage of special education intervention per day and percentage of special education per student's total school experience. A stepwise regression analysis resulted in Full Scale IQ (R² =.075) and percentage of special education per day (R² change =.050), as the only variables entered and retained in the equation to predict RCMAS Total Anxiety. The relationship between special education per day and Total Anxiety was positive (Pearson r =.27), which was opposite the hypothesized direction. When entered last in the complete prediction model, special education per day had a significant (p < .05) part correlation of.23. Full Scale IQ had a significant Pearson correlation with RCMAS Total Anxiety (r = -.27) but the part correlation (r = -.20) did not retain significance when the effects of the other predictor variables were held constant. The Learning Disabilities (LD) subject group had a mean Total Anxiety score of 50.6 (SD = 11.7), which was not significantly different than the RCMAS normative group. Separate stepwise regression analyses with outcome variables of the RCMAS factor scores identified predictor variables of Full Scale IQ, percentage of special education per day, or both as best predictors. Special education per total school experience had a significant part correlation (r = -.23) with the Physiological Anxiety factor when entered last in the complete prediction model. The need for cross-validation and further study is emphasized. Alternative explanations for the results of the present study are presented.

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Within the last decade, reports have indicated that the number of students classified as learning disabled (LD) has increased by 119%. Issues and research relating to this increment such as problems with assessment practices, special education decision-making practices, and the demands made by the regular education curriculum are reviewed. Research in both special and regular education has pointed directly or indirectly to curriculum-based assessment (CBA) and collaboration between the two systems as effective alternatives for assisting students with learning problems. However, barriers to implementation (e.g., personnel resistance) have been observed in schools implementing these alternatives.In order to develop grassroots support, a contextually appropriate model, Curriculum-Oriented Remediation/Prevention System (CORPS) was designed to ease the implementation and administration of CBA via problem-solving teams and consultation. The purpose of this study was to investigate the effects an "instructional package", designed to train inservice school personnel in components of CORPS, had on the behavior of personnel and students referred for reading problems. Social validation (satisfaction ratings) of personnel and students with CORPS and procedures used to implement CORPS was also examined. Twenty implementors (school psychologists; special, regular, and Chapter 1 educators) accurately and reliably implemented CORPS for 30 elementary studentsResultsThe repeated measures ANOVA used to evaluate the changes in classroom behavior (pre-postobservations) was inconclusive due to the small sample size and the variability of behaviors resulting from different instructional arrangements in reading. However, while not statistically significant, the desired trend was observed in the amount of time students were actively engaged in academic tasks. Results from supplemental reading data indicated that 90% of the students demonstrated progress in reading. Satisfaction data suggested that personnel were quite positive about the effectiveness of CORPS and procedures used to implement CORPS. Student responses to satisfaction questionnaires were also positive.DiscussionResults are discussed regarding the overall effectiveness of the CORPS program and satisfaction of school personnel and students regarding the effectiveness and acceptability of CBA as implemented within the CORPS model. Limitations of the study and the need for future research are delineated. / Department of Special Education