Developing Self-Regulation Strategies for Elementary Aged Learners

Date of Award

Spring 5-13-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


Self-Regulation, Behavioral Intervention, Yoga, Mindfulness, Elementary School




This 2020 study focused on the impact yoga and breathing exercises had on the behaviors of elementary aged students. My focus was on whether or not yoga and breathing exercises could be effectively used as a behavioral intervention to teach self-regulation strategies to students. Students were assessed before, during, and after participation in yoga and breathing exercises. An assessment was completed on each of the participants when they were in general education as well as in special education. In addition, each participant was also provided with weekly feedback on participation in the study. The research took place in a school in Minnesota and more specifically involved four elementary aged students. Due to COVID-19, my action research project deviated from the way it was originally intended. My project turned to autoethnography, a type of qualitative research. The themes that surfaced from my auto-ethnography include distance learning, weekly agenda, student work, daily parent contact, weekly meetings, Zoom IEP meetings, and time for self.

Creative Commons License

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

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