Parker, Evan W.2016-02-262016-02-262013-05http://hdl.handle.net/11603/2380The 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.41 p.en-USCollection 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 archives@goucher.edu.Education -- Research papers (Graduate)Problem youth -- Behavior modification -- Research.Behavioral assessment of teenagers -- Research.Middle school students -- Research.Education -- Research papers (Graduate)Text