Effects of a Self-Determination Intervention on Students with Emotional Disturbance

Abstract

Students with emotional disturbance experience many problems that affect their academic and social success in the school environment, including academic performance, relationships with teachers and peers, and a lack of engagement in the school community (Anderson, Kutash, & Duchnowski, 2001; Villarreal, 2015). Currently, a handful of interventions exist to assist students with behavioral challenges. Many of these interventions aim to increase academic achievement, or to curb disruptive behavior in students with ED so that they can achieve improved school success (Algozzine, Wang, & Violette, 2011). Research with students with emotional disabilities also suggests that improving their self-determination skills and providing opportunities for self-determination are also effective in improving school success (Green, Mays, & Jolivette, 2011; Sebag, 2010; Skerbetz & Kostewicz, 2013). While some research has been conducted with middle and high school students with ED, fewer research studies exist on strategies that promote self-determination in elementary students. This purpose of this study was to explore the effect of a choice-making intervention on the academic engagement and disruptive behaviors of elementary students with ED. Findings revealed a functional relationship between the offering of choice and the students' disruptive behaviors and academic engagement. Students also increased in their work completion and social interactions with one another and with the adults. Social validity data indicated that the teacher viewed the intervention as being feasible and valuable in his classroom.