Education K-12 M.A.

Year Approved


First Advisor

Silmser, Lisa


Students who qualify under Emotional/Behavioral Disorder (EBD) for special education services can exhibit significant external behaviors that significantly interfere with their educational progress. EBD students who exhibit these significant behaviors often also exhibit significant difficulties with self-regulation. Difficulty with self-regulation can be due to biological factors or environmental factors. EBD students need research based, intensive interventions to increase their self-regulation skills, which will therefore reduce externalizing behaviors. Interventions need to be implemented across the student’s entire day including interventions with parent interactions, school-wide interventions, interventions in the general education environment and interventions in the special education environment. Interventions in the special education environment that have been shown to be effective include those that address impulse control deficits, executive functioning deficits, and cognitive behavioral curriculum that explicitly teaches self-regulation skills.

Degree Name

Education K-12 M.A.

Document Type

Masterʼs thesis