Educators are constantly battling challenges in their efforts to educate children. Efforts to help students become proficient in reading, writing, math, science, the arts, and other academic areas are frequently conducted under conditions that are counterproductive to learning. Students with ADHD and ASD especially display poor self-regulation skills, which cause disruptive behavior in the learning environment which not only impedes the learning of themselves, but others as well. The purpose of this study was to determine if portions of the Zones of Regulation Curriculum decreases problem behaviors presented by children with disabilities in the educational setting. The curriculum is designed to teach students how to effectively self-regulate their emotions in the school setting. The Zones of Regulation curriculum is widely used, but research is limited on its effectiveness. It was concluded that the Zones of Regulation curriculum did have some positive effects while the intervention was being implemented, though there is not conclusive evidence that this impact was long-lasting. Not only did the data show that the behaviors went down, but the researcher visually saw the students use the provided intervention skills and strategies in the classroom and during one-on-one time in the special education classroom.
|Commitee:||Borden-King, Lisa, Zheng, Wenjing|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 81/4(E), Masters Abstracts International|
|Subjects:||Special education, Disability studies, Educational psychology, Behavioral psychology|
|Keywords:||ADHD, Autism, Problem behaviors, Self-regulation, Zones of regulation|
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