The Effect of Deep Breathing and Visualization on Negative Classroom Behaviors.
Date of Award
Spring 5-17-2019
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Belma Sadikovic
Keywords
Early Childhood, Visualization, Deep Breathing, Early Childhood Special Education
Abstract
The purpose of this study was to determine whether or not deep breathing and visualization techniques would increase participation and decrease off task behaviors. More specially, the study focused on negative classroom behaviors such as running or screaming when requested to participate. The lessons were taught daily but needed to be simplified for the cognitive level of the students involved in the study. Each of the lessons lasted different amounts of time, and were at different points of the day. The schedule that was previously proposed with the classroom teacher was not working for the classroom. They found that needed to focus more closely on the students individually rather than working with all seven students at once. All students needed direct support to do the breathing and closing their eyes. Results from the observations demonstrated that the all the students had more on task behaviors in the weeks following the intervention, but results were not consistent enough to demonstrate conclusive results.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Thorwaldsen, Shea, "The Effect of Deep Breathing and Visualization on Negative Classroom Behaviors." (2019). Dissertations, Theses, and Projects. 215.
https://red.mnstate.edu/thesis/215