<p> The purpose of this study was to determine the impact of a self-regulation curriculum, the Zones of Regulation (Kuypers & Winner, 2011), on the problem behaviors of an elementary male student in a rural public school setting. This single subject study used an ABAB design in which baseline data was collected during Phase 1 (one week), the Zones of Regulation Curriculum was implemented during Phase 2 (two weeks), the Zones of Regulation Curriculum was withdrawn during Phase 3 (one week), and then re-implemented during Phase 4 (two weeks). The data collected were the number of problem behaviors displayed by the subject each day during the study. Problem behaviors were defined as talking out of turn, non-participation in instructional activities, off-task in the classroom, non-compliance, aggression, verbal offense, lying, and defiance. Results indicated that the overall frequency of problem behaviors increased during the study; however, specific types of behaviors decreased while other types of types of behaviors increased. Implications for practitioners based on these results are discussed.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10284147 |
| Date | 26 September 2017 |
| Creators | Karhoff, Leticia |
| Publisher | Minot State University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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