The Effect of the Turtle Technique on Externalizing Behaviors in the Inclusive Preschool Classroom

Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


Pyramid Model, Positive Behavioral Interventions and Supports, PBIS


The purpose of this research was to determine whether teaching the strategy of the turtle technique to students would reduce harmful behaviors in the classroom. Specifically, the study looked at three-year-old students in an inclusive classroom. The students included those who require specialized instruction and had an Individualized Education Plan (IEP) and students did not require an IEP as they were shown to exhibit skills as same aged peers. The study compared students’ externalizing behaviors before being explicitly taught the turtle technique and after having been taught the turtle technique. The study was structured around the students’ day at preschool. Data was collected based on classroom observations of the students’ behaviors. It was found that students showed a decrease in externalizing behaviors after the turtle technique was implemented.

Creative Commons License

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

Abstract only: No full text available.