Date of Award

5-2016

Culminating Project Type

Starred Paper

Degree Name

Special Education: M.S.

Department

Special Education

College

School of Education

First Advisor

Mary Beth Noll

Second Advisor

Jerry Wellik

Third Advisor

Janine Dahms-Walker

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

self-regulation, disruptive, behavior

Abstract

Social and academic skills are required for students to function successfully in school environments. Unfortunately, students diagnosed with disruptive behavioral disorders such as Attention Deficit/Hyperactivity Disorder (ADHD), Conduct Disorder (CD), and Oppositional Defiant Disorder (ODD) may not possess the necessary self-regulation skills that contribute to success in school environments (American Psychiatric Association [APA], 2013). Students with these chronic disorders often have difficulty completing school-related tasks and interacting appropriately with peers and adults. As a result, a student’s school performance is characterized by underachievement, disciplinary problems, and poor attendance (Reid, Trout, & Schartz, 2005).

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