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Dissertation/Thesis Abstract

Developing Social-Emotional Competence Interventions that Facilitate Emotional and Behavioral Self-Regulation
by Bonillo, Danette Bonfield, Ed.D., Concordia University Irvine, 2017, 175; 10601857
Abstract (Summary)

The literature on childhood learning has shown that numerous factors lead to student achievement. A student must access personal resources to successfully navigate their educational and social world. This study sought to determine if intervention promotes students’ social, emotional, and behavioral self-regulation, as well as implications for readiness to learn. The study’s sample was comprised of 75 kindergarten students in a general education public school setting that received 90 minutes of intervention weekly in their natural classroom environment. The 10-week intervention consisted of direct instruction within the classroom for 30 minutes twice weekly by the teacher and researcher, with three 10-minute ‘check-in’ periods throughout the week to provide feedback and reinforcement. Several qualitative and quantitative tools were used to analyze the impact of the intervention, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), teacher surveys, a post-intervention teacher focus group, home program, researcher’s observations, and parent reports. The major findings included a statistically significant difference between pre- and post-test results following intervention. Consistency and teacher support were reported as contributing factors. Teachers, parents, and students indicated that the researcher’s lessons and intermittent reinforcement made a significant impact on the positive outcome of the intervention program. The results showed that students demonstrated the use of tools and terminology related to self-regulation in their school and home environments. Additional analysis suggested that three quantitatively identified “at risk” students, who consistently participated in the home program, were no longer in the at risk range, following intervention. Based on the Grounded Theory Framework, unique components of an effective self-regulation program emerged to provide implications for practice and further research recommendations.

Indexing (document details)
Advisor: Karge, Belinda
Commitee: Hess, Teresa, Johnson, Sherri, Karge, Belinda
School: Concordia University Irvine
Department: Education
School Location: United States -- California
Source: DAI-A 78/12(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Intervention, Kindergarten, Self-regulation
Publication Number: 10601857
ISBN: 978-0-355-07444-4
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