Purpose Statement
The purpose of this study was to determine if teaching executive functioning strategies and self-regulation skills would improve social-emotional learning and reduce impulsivity and physical aggression.
My capstone project was centered around three particular students, but the instructional strategies learned and implemented and the skills that were taught can be generalized to students from all grade levels. These three students severely lack executive functioning skills, and two of the three students have severe trauma backgrounds. As of October 2017, there were 271 students enrolled in our building. In 2015-2016, 29.05% of our school's students were minorities and 52.70% of our students were a part of the free and reduced lunch program. I am the special education teacher that works with Kindergarten and 1st grade; 35% of Kindergarten and 19% of 1st grade students receive resource instruction. Five Kindergarten students were on specific behavior plans or have had behavior referrals completed. Of the 43 students that I interacted with on a regular basis, 65% have experienced personal trauma of some kind.
On 96 data days, between three students, there were 196 instances of physical aggression towards self, peers, or adults, 92 instances of physical aggression towards property, 105 instances of inappropriate language or actions towards others, and 528 instances of leaving the designated space without adult permission. As a result of these instances, these students' peers were apprehensive and reluctant to work or play with them because of their aggression, hyperactivity, impulsivity, and dysregulation. One parent had inquired about the benefits of level-three placement because of the severity of these behaviors that were demonstrated at school.
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There was a serious need for self-regulation and executive functioning skills in these particular students, as well as other students that were not on my caseload. The executive functioning skills that I specifically addressed were inhibition and impulsivity, task shifting, emotional control and regulation, task initiation, working memory, planning and organization, and self-monitoring. Development of these skills would help these students to interact with their peers and adults more appropriately. Executive functioning skills also helps to keep these students safe in their environments, with less instances of physical aggression towards self and others.