Self-Management and The Zones of Regulation for Off-Task Behaviors — Presentation Detail — Celebration of Scholars

Instructions

Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
A brief comment about the significance or uniqueness of the work.
A clear description of the methods used to achieve the purpose or goals for the work.
A statement of the conclusions, results, outcomes, or recommendations, or if the work is still in progress, the results you expect to report at the event.

Presenter photographs should be head and shoulder shots comparable to passport photos.

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Jun Wang
Kim Instenes
John Kirk
Nora Nickels
Andrew Pustina
James Ripley

Self-Management and The Zones of Regulation for Off-Task Behaviors

Name: Alexis Malka
Major: Psychology
Hometown: Mundelein
Faculty Sponsor: Dennis Munk
Other Sponsors:
Type of research: Senior thesis

Abstract

The present study sought to determine the effects of The Zones of Regulation and self-management on the occurrence of off-task behaviors of a student with autism spectrum disorder and attention-deficit/hyperactivity disorder. The participant of this study was a ten-year-old male who attended a small school for children needing additional educational assistance. The participant demonstrated many off-task behaviors. Off-task behaviors included talking out/noise, being out of seat, being inactive, not following directions, and playing with an object.

Though there are a variety of causes described in the literature for off-task behaviors, there are also a variety of treatments to help children improve their off-task behaviors. One treatment, The Zones of Regulation, is a curriculum geared toward helping students gain skills in consciously regulating their actions, leading to increased control and problem solving abilities. A second treatment, self-management, is used to produce a desired change in one’s own behavior, such as off-task behavior, as well as help increase self-awareness and provides the individual with feedback regarding the performance of a target behavior. Both treatments were implemented in the afternoon during the baseline and intervention phases. The results indicated a decrease in off-task behaviors after the implementation of treatment. The findings of this study suggest that The Zones of Regulation and self-management help decrease off-task behaviors in children.