The Effect of a Verbal De-escalation Crisis Intervention Program on the Self Awareness of Middle School Students in a Behavior Learning Support Self-Contained Classroom
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Type of Work41 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Problem youth -- Behavior modification -- Research.
Behavioral assessment of teenagers -- Research.
Middle school students -- Research.
Education -- Research papers (Graduate)
The purpose of this study was to create and implement a verbal de-escalation procedural plan that staff can teach and students can implement in order to cut down on physical restraint in a Behavior Learning Support (BLS) self-contained classroom for students with behavioral issues. The study was a quasi-experimental design with a pre-test/post-test assessment strategy. The purpose was to determine if the students who received elements of a Learned Resourcefulness curriculum during a social skills class gained self-awareness of what leads to a crisis. Selfawareness did increase from the results of a pre-survey and post-survey, resulting in the null hypothesis that self-awareness would not increase, not being supported. Overall, further research across a larger population is recommended due to the increase in self-awareness.