Dissertation
Exploring the relationship between student engagement and maladaptive behavior in students with significant cognitive disabilities within a private school for students with disabilities: a quantitative study
Doctor of Education (Ed.D.), Drexel University
Jun 2026
DOI:
https://doi.org/10.17918/00011425
Abstract
Individuals with significant cognitive disabilities and SEN present a unique set of challenges for educators who seek to effectively engage them and provide prime conditions for growth, progress, and learning. Because these students have deficits in areas such as social-emotional learning and self-advocacy, behavior management, and sensory needs, the challenging task of effectively engaging in the learning environment is even more difficult. This quantitative correlational study explored the relationship between classroom engagement and maladaptive behaviors in students with significant cognitive disabilities at the Sunny Day School*, a private school for students with special needs in southern New Jersey. The study aimed to learn what the connection between engagement and maladaptive behavior was for this setting, and to identify some best-practice intervention strategies that could support educators in improving engagement and rates of maladaptive behavior. Participating classrooms were observed during baseline data collection sessions to identify the correlation between engagement and maladaptive behavior. Each classroom was thoroughly trained in the implementation of one of three chosen intervention strategies, and then data was collected again, post-intervention implementation. The findings provided an interesting correlation between engagement and maladaptive behavior, showing that in this setting, lower engagement did in fact lend to higher rates of maladaptive behavior. They also identified significant success in improving both of these areas after the implementation of the intervention strategies. While very limited research exists on the exact topic and population, this study does support the limited research on the areas of deficit targeted for intervention. When these areas were addressed, better outcomes were observed for the students in the participating classrooms. *The school name has been changed for the purposes of this dissertation.
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Details
- Title
- Exploring the relationship between student engagement and maladaptive behavior in students with significant cognitive disabilities within a private school for students with disabilities
- Creators
- Jenna A. Freda
- Contributors
- Cameron Kiosoglous (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- 104 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022189271504721