Social and Emotional Learning Interventions for Students on the Autism Spectrum
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Date
2018-07
Type of Work
Department
Program
Masters of Education
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Abstract
The purpose of this study was to determine which if social and emotional behavior
interventions would reduce aggressive behaviors in students with autism spectrum disorder
(ASD). Students with ASD rely on structure and routine as well as direct instruction to be
successful. There are many researched methods for intervening and teaching students with ASD
how to manage their emotions and behaviors. In this study, the focus was on a social and
emotional intervention program called Conscious Discipline. The study was a pre-test/post-test
design with data taken on aggressive behaviors for two weeks during the pre-test and three
weeks during the post-test. The instrument used to conduct this study was a tally sheet that
the teacher used to record varied aggressive behaviors for the selected students. The results of the
study show that the aggressive behaviors decreased for students after the intervention was put
into place, indicating a positive result from the implementation of the Conscious Discipline
program. In the future, various studies should
be conducted with a larger number
of students
and others with varying age differences in the sample, to improve the chance of showing
significance.