The effectiveness of a program to developing self regulation skills to reduce disruptive behavior among children with academic learning disabilities.

Alkhudhiri, Mariam Nazeh Nori; Taha, Heba Hussein Esmael; Mohamed, Hoda Nasr

doi:10.21608/buhuth.2021.128928

The effectiveness of a program to developing self regulation skills to reduce disruptive behavior among children with academic learning disabilities.

Document Type : Academic research papers

Authors

¹ Educational Psychology department, Girls College For Arts, Science and Education, Ain shams University

² Professor of Psychology - Girls College - Ain Shams University

³ Teacher of Educational Psychology - Girls College - Ain Shams University

10.21608/buhuth.2021.128928

Abstract

The current study aimed to reveal the extent of effectiveness of a training program based on self-regulation skills to reduce the disruptive behaviour of Students with academic learning disabilities, And Ensure the continuation of the effectiveness of a training program after one month through the follow-up measurement, In addition, to identify the disruptive behaviours that decreased after the sample received the training program for self-Regulation.
The sample of the study consists of 20 students aged (10-12) years, in middle school for learning disabilities in Kuwait and belonging to Mubarak Al-Kabeer Governorate. These students were diagnosed with academic learning disabilities and classified as an educational disability. The researcher prepared Self-regulation scale-student rate in late childhood, Disruptive Behavior Rating Scale–Second Edition–Teacher Version (DBRS-II-T) -(designed by Erford-and translated by a researcher), & Training Program to develop self-regulation skills.
As the results resulted in the effectiveness of the training program for self-Regulation skills, and the no statistically significant differences between the mean ranks of the post and follow up measures of self-Regulation skills in the experimental group in the first component only. The training contributed to the reduction of disruptive behaviour in the first and fifth components only, in addition to the presence of Statistically significant differences between the mean ranks of the control and experimental groups in the post-measurement of the degree of disruptive behaviour regarding the experimental group, with no statistically significant differences between the mean ranks of the post and follow up tests of disruptive behaviour in the experimental group.

Keywords

Main Subjects

educational sciences (fundamentals of education - curricula and teaching methods - educational psychology - educational technology - child education)

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