Date of Award
6-20-2026
Document Type
Thesis
Degree Name
Master of Arts in Special Education
Department
Education
Program
Special Education with Emotional/Behavioral Disorders Licensure
Capstone Instructor
Meagan Reissey
Second Reader
Theresa Marty
Keywords
Emotional Behavioral Disorder (EBD), Functional Behavior Assessment (FBA), Positive Behavioral Interventions and Support (PBIS), Sensory-Based Interventions (SBI), Social Emotional Learning (SEL)
Abstract
Traditional elementary classroom management often relied on top-down behavioral compliance models, which frequently proved insufficient when a student with an Emotional Behavioral Disorder (EBD) experienced physiological dysregulation. This systematic research synthesis examined literature from the past 15 years to evaluate how proactive, bottom-up, sensory-based interventions (SBIs) compared with traditional behavioral supports in reducing emotional dysregulation among public school elementary students (K-5). The findings indicated that the most effective methodology required a dual-approach framework. Integrating conventional behavioral tools, such as Positive Behavioral Interventions and Support (PBIS), with proactive sensory strategies effectively targeted the neurological roots of behavior. Furthermore, the literature demonstrated that these physical tools yielded the greatest therapeutic value when embedded in daily classroom routines and paired with structured Social-Emotional Learning (SEL) programs. However, the synthesis highlighted critical methodological limitations in the field, including small sample sizes, variable implementation fidelity, and severe national service gaps for EBD populations. Ultimately, this paper provides educators with a data-driven blueprint that balances proven behavioral strategies with trauma-informed, sensory practices to foster inclusive, regulated learning environments.
Keywords: Emotional Behavioral Disorder (EBD), Functional Behavior Assessment (FBA), Positive Behavioral Interventions and Support (PBIS), Sensory-Based Interventions (SBIs), Social Emotional Learning (SEL)