Advisor(s) - Committee Chair
Carl Myers (Director), D., Qin Zhao, and Ryan Farmer
Department of Psychology
Specialist in Education
Self-regulation (SR) and executive functioning (EF) are important factors for successful student outcomes. Research suggests that executive skills facilitate the process of behavioral self-regulation. Well-developed SR and EF skills make learning more likely. Proper SR has the ability to improve attention levels and EF includes the use of working memory, both of which are essential components of the information processing system that students use continuously. One type of SR, referred to as self-management, involves a cycle of observing and recording one’s own behavior, then evaluating one’s self-assessments against those of an external observer. Self-management interventions have previously been found to reduce students’ inappropriate and off-task behaviors as well as increase classroom preparedness, on-task behavior, and academic performance. This study investigated the impact of a self-management intervention on a middle school student’s classroom preparation behaviors and his EF skills. Results suggest the participant’s overall classroom preparation behaviors were enhanced through his participation in the intervention. A few significant changes were also found in the participant’s pre- and post-intervention EF scores.
Applied Behavior Analysis | Social Psychology | Special Education and Teaching
Rudisill, Lanie Jean, "Enhancing a Middle School Student's Self-Management Skills in the Classroom" (2018). Masters Theses & Specialist Projects. Paper 3044.