ABSTRACT
High anxiety is unpleasant and painful. It is, therefore, not surprising to note that high anxiety interferes significantly with the ability of students at all education levels to profit from instruction. If instruction can be modified so as to reduce interference by anxiety, an important step will have been taken in the prevention of a variety of academic and emotional difficulties. The purpose of this chapter is to review the possibilities of adapting instruction in order to minimize the disruptive effects of anxiety. Individualized instruction is introduced as a way of adapting instruction to anxiety status, followed by consideration of the type of evidence required in order to implement a truly individualized instruction which would be especially beneficial for high anxiety students. Finally, the specific type of statistical evidence required for such individualization will be reviewed.
