Virginia: This study reveals the results of a systematic literature review of the last 10 years of test-anxiety interventions. The study was conducted as a result of the rise of test anxiety due to the accountability of high-stakes testing. The study shows how students with high test anxiety perform poorly on tests when compared to students with low test anxiety. Results indicate that there are few studies that have examined test-anxiety interventions with elementary and secondary school students. This article details how techniques such as biofeedback, behavior therapy, cognitive behavioral therapy, priming competency, and mixed approaches can help mitigate test anxiety; and it offers suggestions for school psychologists for the delivery of evidenced-based test anxiety interventions. This article is valuable to our DPR because it offers supporting evidence about test anxiety and its effects and it details strategies that teachers and school psychologists can use to mitigate the test anxiety.
Von der Embse, N., Barterian, J., & Segool, N.K. (2013). Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000–2010. Psychology in the Schools, 50, 57-71.

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