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
Advisor
Kuder, Sydney
Committee Member 1
Xin, Joy
Keywords
ADHD, Second Graders, Therapeutic Interventions
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.
Recommended Citation
Wright, Lisa M., "Does daily therapeutic intervention within a controlled environment reduce chronic disruptive behavior for a second grader with ADHD?" (2016). Theses and Dissertations. 2325.
https://rdw.rowan.edu/etd/2325
