Program
Special Education M.A.
Number of Pages
67
Year Approved
2026
First Advisor
Meghan Cavalier
Second Reader
Mary Lindell
Abstract
Elementary schools commonly use behavioral frameworks to promote positive academic, behavioral, and social outcomes. As behavioral practices have become widely implemented and elementary classrooms have become increasingly diverse, it is important to examine how these practices affect neurodivergent students. This literature review examined how behavioral frameworks and practices affect neurodivergent students in elementary schools. This review reviewed and synthesized current peer-reviewed literature on behavioral frameworks, behavioral practices, and neurodiversity. The literature indicates that behavioral frameworks provide significant academic, behavioral, and organizational benefits; however, their effectiveness for neurodivergent students depends largely on implementation. Findings suggest that refining implementation through increased educator knowledge, flexibility, collaboration, and individualized supports may improve outcomes for neurodivergent students while preserving the benefits of evidence-based behavioral frameworks.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Salmon, M. A. (2026). An Examination of the Impact of Behavioral Frameworks and Practices on Neurodivergent Students [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1287
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.