Author(s)

Nancy D. Braunwell

Date Approved

6-6-2016

Embargo Period

6-7-2016

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney

Subject(s)

Study skills; Learning disabled teenagers; Academic achievement

Disciplines

Disability and Equity in Education | Special Education and Teaching

Abstract

This research was conducted with high school students eligible for special education services that have also been identified with learned helplessness. Students were given the intervention of study activity and exposure to success via assessments to determine if they would make a connection between their effort and their academic success. This connection is typically absent in learned helpless students. The data indicated that these students did make that connection and would continue the study activity on their own time after the intervention period to continue to experience success.

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