ERIC Number: ED638463
Record Type: Non-Journal
Publication Date: 2023
Pages: 107
Abstractor: As Provided
ISBN: 979-8-3803-3103-6
ISSN: N/A
EISSN: N/A
Integrating Emotional Regulation into Precorrection to Address On-Task Behavior of Youth with or At-Risk for EBD in a Residential Treatment Facility
Ashley S. Virgin
ProQuest LLC, Ph.D. Dissertation, The University of Alabama
Youth with or at-risk for emotional and behavioral disorders (EBD) within residential treatment facilities have a variety of needs (e.g., academic, behavioral, social-emotional). A concerted effort is required to address these areas of need so that youth can develop their skills to be successful within their present and future settings. In chapter one, precorrection, a low-intensity behavioral strategy, is outlined along with suggestions for implementation by staff within alternative education (AE) settings. Precorrection is an 8-step strategy that can proactively assist youth within AE settings by providing behavioral supports for youth to attain their behavioral goals while decreasing behaviors of concern. Also, in chapter one, a social-emotional kernel, Feelings Circles, is described including the importance of addressing emotional regulation for youth. Feelings Circles can increase the emotional intelligence and emotional vocabulary of youth in describing the feelings they and others experience. Kernels are important to strengthen the social-emotional skills of all youth but are especially so for youth in AE settings due to their unique needs (e.g., mental health, behavioral) and exposure to trauma. In chapter two, an alternating treatments design was used to determine the effects of precorrection and precorrection with integrated Feelings Circles on the on-task behavior of two elementary-aged youth (e.g., 10 and 11 years old), one with an identified disability under the IDEA category of Other Health Impairment and the other not receiving special education services but demonstrated EBD, during independent academic work periods. Fidelity of implementation and social validity of the youth and staff acceptability/feasibility were measured. A functional relation was observed for both youth with precorrection being the most effective intervention for increasing on-task behavior and the fewest inappropriate verbalizations during independent academic work periods. Limitations and future directions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: At Risk Persons, Emotional Disturbances, Behavior Disorders, Residential Programs, Youth, Behavior Modification, Nontraditional Education, Social Emotional Learning, Emotional Development, Mental Health, Program Effectiveness, Elementary School Students, Preadolescents, Time on Task
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A