Dissertation/Thesis Abstract

The Impact of a Self-Regulation Program on Problem Behaviors of One Elementary Student
by Karhoff, Leticia, M.S., Minot State University, 2017, 38; 10284147
Abstract (Summary)

The purpose of this study was to determine the impact of a self-regulation curriculum, the Zones of Regulation (Kuypers & Winner, 2011), on the problem behaviors of an elementary male student in a rural public school setting. This single subject study used an ABAB design in which baseline data was collected during Phase 1 (one week), the Zones of Regulation Curriculum was implemented during Phase 2 (two weeks), the Zones of Regulation Curriculum was withdrawn during Phase 3 (one week), and then re-implemented during Phase 4 (two weeks). The data collected were the number of problem behaviors displayed by the subject each day during the study. Problem behaviors were defined as talking out of turn, non-participation in instructional activities, off-task in the classroom, non-compliance, aggression, verbal offense, lying, and defiance. Results indicated that the overall frequency of problem behaviors increased during the study; however, specific types of behaviors decreased while other types of types of behaviors increased. Implications for practitioners based on these results are discussed.

Indexing (document details)
Advisor: Pedersen, Holly
Commitee: Borden-King, Lisa, Nilsen, Cheryl
School: Minot State University
Department: Special Education
School Location: United States -- North Dakota
Source: MAI 56/06M(E), Masters Abstracts International
Subjects: Special education, Behavioral Sciences
Keywords: Emotional regulation, Self-regulation, Zones of regulation program
Publication Number: 10284147
ISBN: 978-0-355-33345-9
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