The purpose of this quantitative, single-subject research was to examine the effects of hemisphere integration on maladaptive behaviors as measured by the BASC-III assessment. Morgan and Sideridis report that problem behavior rates in United Schools range from 10-30% and 92% of teacher respondents identified that problem behaviors have worsened over their careers (2013). Research has been done on the importance of neuroscience in the field of education, but there is a gap between the research and application. Baseline data on the targeted behaviors was collected by administering the BASC-III Teacher Rating Scale (TRS) on the participant to two special education teachers and a general education teacher, as well as, having the participant independently fill out the Self-Report of Personality (SRP). The student then engaged in two daily integrated hemisphere activities in the form of a Tell Me Activity. Data was collected on the frequency of errors and the duration of that activity. The intervention was administered for 30 trials. After the 30 trials, all participants were then given the BASC-III assessment again. Pre and Post BASC-III T Scores were compared to determine student growth. The participant showed growth in 20 out of 45 BASC-III categories over three TRS reports (15 categories each report). The participant also showed growth in 8 out of 15 BASC-III categories on the SRP. While although the participant showed growth, the participant showed minimum growth in functional levels. Overall, this research remains inconclusive due to the researcher’s inability to determine the functional relation between the intervention and maladaptive behaviors.
|Advisor:||Boerman- Cornell, Bill|
|School:||Trinity Christian College|
|School Location:||United States -- Illinois|
|Source:||MAI 57/06M(E), Masters Abstracts International|
|Subjects:||Neurosciences, Behavioral Sciences, Personality psychology|
|Keywords:||Brain hemisphere integration, Brain symmetry, Emotional disability, Maladaptive behavior, Right and left brain|
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