Date Approved

9-20-2016

Embargo Period

9-21-2016

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney

Second Advisor

Xin, Joy

Subject(s)

Attention-deficit hyperactivity disorder; Classroom management

Disciplines

Special Education and Teaching

Abstract

Chronic disruptive behaviors often happen throughout classrooms nationwide. These behaviors distract other students and at times prevent them from learning. This study will explore whether therapeutic interventions (environmental management method, self-management techniques) were helpful in decreasing chronic disruptive behaviors during academic time. One, second grade student with attention deficit hyperactivity disorder (ADHD) participated in the study. This study observed a student for two behaviors, calling out and out of seat. There were two interventions implemented to help reduce the disruptive behaviors. The results of this study show that therapeutic interventions are an effective way to reduce chronic disruptive behaviors, as well as to increase learning time.

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