Program
Special Education M.A.
Number of Pages
50
Year Approved
2025
First Advisor
Charles Strand
Second Reader
Susan Larson
Abstract
This thesis investigated how elementary special education teachers can support students with EBD to promote social and academic success. Students with EBD struggle with behaviors that can negatively affect the classroom environment such as aggression, inattentiveness, impulsivity, defiance, and lack of self-regulation. These result in poor relationships with peers and adverse effects on learning. Teachers who use proper interventions, structured classroom schedules, and consistent routines can support these behaviors. Incorporating social-emotional learning (SEL), as well as building safe and strong relationships with both students and their families, can also aid in promoting positive outcomes. Without the appropriate knowledge, support, and practices, students with EBD could face negative long-term consequences in elementary school and beyond. Elementary special education teachers can help students thrive and improve the quality of their education by understanding how to effectively reduce disruptive behaviors, leading to academic and social success.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Bakke, P. K. (2025). Decreasing Disruptive Behaviors in Elementary Students With Emotional and Behavioral Disorders to Promote Academic and Social Success [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1216
Terms of Use and License Information
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