Addressing Low Frustration Tolerance in Students With Learning Disabilities

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL Intervention in School and Clinic Pub Date : 2022-12-10 DOI:10.1177/10534512221140490

J. Nordman, J. Adcock

引用次数: 0

Abstract

The relationship between frustration tolerance and academic behavior is well documented in the existing literature, specifically in regard to students with learning disabilities. This column addresses these connections and then provides specific strategies to address low frustration tolerance and increase emotional self-regulation in the classroom. By employing these strategies, teachers can improve student behavior, facilitate emotional development, and create a more constructive learning environment.

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解决学习障碍学生挫折容忍度低的问题

挫折容忍度和学术行为之间的关系在现有文献中有很好的记录，特别是关于有学习障碍的学生。本专栏讨论了这些联系，然后提供了解决低挫折容忍度和提高课堂情绪自我调节的具体策略。通过使用这些策略，教师可以改善学生的行为，促进情绪发展，并创造一个更有建设性的学习环境。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.