The Effectiveness of Self-Regulation on Individual Target Behaviors of a Student with Emotional and Behavioral Disabilities

Abstract

The researcher examined the effectiveness of self regulation on individual target behaviors of a student with emotional and behavioral disabilities (EBD). A single subject design was utilized to determine if self-evaluation would lead to self regulation of behavior for an eleven year old male within an elementary self contained special education program. Previous literature has supported the success of self-evaluation but had focused on classroom behaviors rather than behaviors related to the student's individual education plan (IEP). Results of the study indicated that the target behaviors (i.e., coping with frustration/change and interactions with others) decreased from baseline to each intervention (i.e., self evaluation with teacher evaluation and independent self-evaluation). Therefore, unlike previous research, self-evaluation was not effective at increasing target behaviors in this study. Teacher evaluation yielded the greatest percentage of target behaviors. Recommendations for future replication and policy change included providing a greater incentive for participation in self-evaluation and utilizing a self evaluation form that is clear and concise.