Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

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Using Biosocial Criminology to Understand and Improve Treatment Outcomes

Criminal Justice and Behavior ◽

10.1177/0093854817716484 ◽

2017 ◽

Vol 44 (8) ◽

pp. 1050-1072 ◽

Cited By ~ 1

Author(s):

Jamie C. Vaske

Keyword(s):

Life Course ◽

Antisocial Behavior ◽

Cognitive Flexibility ◽

Stress Responses ◽

Self Regulation ◽

Evidence Based ◽

Evidence Based Practices ◽

Improve Treatment ◽

Biosocial Criminology ◽

The Life Course

Research has extensively cataloged the types of interventions that prevent and treat antisocial behavior across the life course. Despite our knowledge of which interventions “work,” there is a limited understanding of why these practices are effective and who does (or does not) benefit from traditional evidence-based practices (EBPs). The current study reviews the literature on the biopsychological mechanisms and moderators of EBPs across the life course, and it provides recommendations to clinicians and program developers based on these findings. The literature typically shows that EBPs may reduce antisocial behavior because these programs alter clients’ biological systems responsible for stress response and self-regulation. Similarly, individuals who receive fewer benefits from EBPs have weaker stress responses, difficulty processing punishment, increased reward sensitivity, and problems with attention, self-regulation, and cognitive flexibility. The implications of these findings are discussed for each stage of the life course.

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Writing and Writing Difficulties From Primary Grades to College

Learning Disability Quarterly ◽

10.1177/0731948715592154 ◽

2015 ◽

Vol 39 (1) ◽

pp. 3-4 ◽

Cited By ~ 3

Author(s):

Steve Graham ◽

Tracey E. Hall

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Elementary School ◽

Writing Process ◽

Evidence Based ◽

Students With Learning Disabilities ◽

Writing Difficulties ◽

Evidence Based Practices ◽

Considerable Difficulty ◽

Students With Ld

In today’s world, writing is an essential skill. At school, writing is often used to gauge students’ understanding of content material as well as to promote the learning of it. Students with learning disabilities (LD) and those at risk for writing difficulties experience considerable difficulty with almost every aspect of writing. The field of LD is developing a reasonable foundation of knowledge about what and how students with LD and those at risk for LD write. The articles in this series contribute to our growing knowledge of how students with LD struggle with the writing process and can benefit from evidence-based practices, beginning in elementary school and continuing into college. The purpose of this article is to introduce the special series on writing and writing difficulties. Three of the articles are included in this issue, and the two remaining articles will appear in the next issue. This introduction provides readers with the rationale for the series, the purpose of each article, and a brief overview of each contribution.

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