Self-Regulation Skills Instruction: The Role of Self-Regulation in Behavior of Children

Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Courtney LaLonde


self-regulation, behavior, skills instruction



The purpose of this action research study was to examine the effectiveness of teaching kindergarten students self-regulation skills in order to reduce the amount of disruptive behaviors. Twelve kindergarten students were studied throughout the action research timeline. Baseline data was collected on the amount of office referrals and/or disruptive behaviors and compared to data at the end of the study. During the study, students were taught how to recognize different emotions and practice skills to manage emotions. At the end of the study, data was collected to see if explicitly teaching self-regulation skills and providing practice helped reduce the amount of office referrals and/or disruptive behaviors in the classroom. During the study, data indicated that students who were not on a behavior plan were able to self-regulate more frequently than students on behavior plans. Students on behavior plans did utilize more self-regulation skills after receiving six weeks of self-regulation skills instruction but needed guidance in self-regulating emotions within the classroom.

Abstract only: No full text available.