Differentiated School-Wide Training: Strategies to Increase Student Emotion-Regulation

Date of Award

Winter 12-2-2022

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Dr. Kathy Enger

Abstract

Students’ emotion regulation plays a large role in their ability to acquire new knowledge; therefore, educators have a role in supporting students with developing the necessary skills to self-regulate. Through the development of these skills, educators use emotion-regulation strategies to assist students in managing their emotions. In the elementary school in which the research will take place, a school-wide behavior management system has been implemented in a differentiated model. The researcher conducted a longitudinal survey collecting quantitative data in order to analyze the impact employing a differentiated model of the intervention had on student emotion regulation. Through the analysis of the quantitative data, the researcher determined that by using the differentiated school-wide behavior management system, the students were able to acquire some self-regulation skills and decrease their dependence upon adults in order to regulate their emotions. Moving forward, this data will be used within the district to communicate the effectiveness of the school-wide behavior management system and encourage educators to continue to put the intervention into practice.

Keywords: emotion regulation, self-regulation, attachment, elementary, co-regulation, professional development, school-wide intervention, differentiation

Abstract only: No full text available.

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