Jane Lohmann, David R. Heimbecker
Date of Award
Doctor of Education
Department or Academic Unit
College of Professional Studies, School of Education
education, educational psychology, brain-based interventions, neuropsychology, post- traumatic stress disorder, trauma sensitive schools
Education | Educational Psychology
Throughout the country, school districts are dealing with the increase in violence, bullying, and/ or crimes in our schools. In attempt to make schools safer, zero tolerance policies were established and enacted. Suspension and expulsion policies operate on the supposition that the removal of disruptive students will bring order to the school environment. Ultimately, these measures have had devastating repercussions for students diagnosed with social-emotional and behavioral disabilities. Reactionary policies have resulted in a significant increase in the number of in-house suspensions, suspensions and expulsions for these students. These reactionary measures, which only respond to incidents, have done little to prevent episodes from occurring.
This research explores the case of an eight-year-old elementary student, who is diagnosed with Post Traumatic Stress Disorder (PTSD). After several unsuccessful school placements, the student now attends an alternative educational day program. The program offers a brain-based therapeutic component, which focuses on a preventative approach to behavioral intervention. This single-case quasi-experiment investigates if the implementation of positive visual imagery will result in improved behavioral outcomes. This quantitative single-case experiment examines and compares behavioral outcomes at baseline, during the implementation of positive visual imagery, and at return to baseline phases to determine if a positive effect is evident.
McKearney, Carolyn, "Transforming learners through brain-based therapeutic techniques" (2012). Education Doctoral Theses. Paper 29. http://hdl.handle.net/2047/d20002619
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