Graduation Year
2024
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Kimberly Crosland, Ph.D.
Committee Member
Kwang-Sun Cho Blair, Ph.D., BCBA-D.
Committee Member
Sarah Bloom, Ph.D., BCBA-D.
Keywords
antecedent interventions, autism spectrum disorder, contextual fit, disruptive behavior, school-based interventions
Abstract
Progressive muscle relaxation (PMR) has been shown to produce desired outcomes by decreasing disruptive behavior in the classroom and increasing academic engagement. The integration of technology into the educational setting alleviates some of the burden on educators and enhances the learning experience for students. This study evaluated the effectiveness of brief video-based PMR to increase academic engagement in the classroom with three elementary school students diagnosed with autism spectrum disorder (ASD). Additionally, this study assessed the feasibility and acceptability of video based PMR within a classroom setting. Results from this study show that PMR was a feasible, acceptable and effective strategy to increase the percentage of academic engagement across all three participants. A functional relationship was demonstrated by the increase in academic engagement upon the introduction of the intervention compared to initial baseline levels, followed by a decrease in the percentage of academic engagement in the second baseline phase and subsequent increase of academic engagement once the intervention was reintroduced across all participants. This study extends the research by utilizing short, video-based PMR sessions as a class-wide antecedent intervention to increase observable, overt behaviors.
Scholar Commons Citation
Mccook, Lillian G., "The Use of Proactive Progressive Muscle Relaxation to Increase Academic Engagement for Elementary School Students" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10533
