The Use of Self-Management Skills with Kindergarten through Third Grade Students with Emotional and Behavior Disorders: Investigation of Findings.

Hamilton, Jennifer L.

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Record Details - ED497000

Title: The Use of Self-Management Skills with Kindergarten through Third Grade Students with Emotional and Behavior Disorders: Investigation of Findings

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Title:	The Use of Self-Management Skills with Kindergarten through Third Grade Students with Emotional and Behavior Disorders: Investigation of Findings
Authors:	Hamilton, Jennifer L.
Descriptors:	Affective Behavior; Behavior Disorders; Self Control; Grade 1; Grade 2; Kindergarten; Emotional Disturbances; Student Behavior; Interviews; Intervention; Time on Task; Correlation; Self Contained Classrooms; Reading Achievement; Mathematics Achievement; Achievement Gains; Case Studies; Teaching Methods; Grade 3
Source:	Online Submission
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Publisher:	N/A
Publication Date:	2007-08-00
Pages:	44
Pub Types:	Reports - Research; Tests/Questionnaires
Abstract:	Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to link the positive effects of self-management strategies to on-task behavior of students with emotional behavior disorders. A review of the literature reveals that the use of self-management strategies increases the on-task behavior of students with emotional behavior disorders. A secondary effect of using these techniques was an increase in academic performance in reading and mathematics. In conclusion, teachers should be trained in teaching these strategies as a method to integrate students with emotional behavior disorders in the classroom. By teaching these methods both teachers and students may have a better academic experience in the classroom, as compared to typical unsuccessful experiences reported in the literature. Interview protocol is appended.
Abstractor:	Author
Reference Count:	22

Note:	N/A
Identifiers:	California
Record Type:	Non-Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten

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