es in motoric manifestations of anxiety in the classroom as a result of training. (p.180).
Another area in which behavioral/cognitive behavioral programs have proved successful is drug education and prevention. For example, Botvin (1990) evaluated a comprehensive cognitive behavioral substance abuse prevention program. The program involved 56 schools, and 4,466 students. Botvin's evaluation was longitudinal; specifically, it was carried out over a three year period. The program was found to exert significant prevention effects on cigarette smoking, marijuana use, and alcohol abuse.
Similarly, Berdiansky (1988) also found good success rates for a drug education and prevention program given to high school students in North Carolina public schools. Not only did the program prevent substance abuse in many instances, it also collected information that was said to indicate that there was a need for similar programs at the elementary and middle school level.
In another publication concerning behavioral approaches in the educational setting, Engelking
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