Masters Thesis

Positive classroom management strategies with students with emotional and behavioral disorders

Students eligible for special education under the criteria of Emotional Disturbance often present disruptive or off-task behaviors in the classroom. The purpose of this study was to determine if the class pass intervention or classroom password or the combination of the two would be a more effective strategy in a high school classroom. The class pass intervention provides the student with a pass from class that they can use to request a break or to keep and use for a preferred activity at a later time. The classroom password is to increase engagement and on-task behavior during academic instruction and reduce disruptive behaviors. The study used a group design with A-B-A-B design to measure the success and effectiveness of the intervention.

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