Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

2020 ◽  
Vol 56 (3) ◽  
pp. 131-140
Author(s):  
Sara Sanders ◽  
Lauren Hart Rollins ◽  
Linda H. Mason ◽  
Ashley Shaw ◽  
Kristine Jolivette
Keyword(s):  
Reading Comprehension ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Academic Skills ◽  
Strategy Development ◽  
Instructional Approach ◽  
Self Monitoring

Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.

Putting Behavioral Goal-Setting Research Into Practice

2017 ◽  
Vol 26 (2) ◽  
pp. 66-73 ◽  
Author(s):  
Allison Leigh Bruhn ◽  
Josephine Fernando ◽  
Sara McDaniel ◽  
Leonard Troughton
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Behavioral Outcomes ◽  
Step Process ◽  
Regulation Strategies ◽  
Behavioral Goal

Students with or at risk of emotional and behavioral disorders can benefit from a variety of self-regulation strategies. One such strategy is goal setting, which can be used to improve both academic and behavioral outcomes in the classroom. In this article, we discuss the importance of goal setting and current research in this area. In addition, we provide a step-by-step process for implementing goal-setting interventions in the classroom.

scholarly journals The Effects of Self-Regulated Strategy Development on Students with Emotional/Behavioral Disorders: A Literature Review

2021 ◽  
Author(s):  
Danika Lang
Keyword(s):  
At Risk ◽  
Public Schools ◽  
Literature Review ◽  
Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Emotional Behavioral Disorders ◽  
Strategy Development ◽  
Self Instruction ◽  
Students With Ebd

Students identified with or at risk for emotional/behavioral disorders (EBD) face a number of challenges, both academic and behavioral (Trout et al., 2003). Individuals in this disability category especially struggle due to their challenges with self-regulation skills. These difficulties make it strenuous for students with EBD to regulate their thoughts, feelings, actions, and environments that may serve as distractions when attempting to attend to key learning tasks, including written expression. Self-regulated strategy development (SRSD) is a general framework of intervention designed to guide students through the complex process of writing while embedding necessary strategy instruction in self-monitoring, self-instruction, goal setting, and self-reinforcement (Harris & Graham, 1996). In this literature review, I examine ten studies of the efficacy of SRSD strategy instruction for students identified with or at risk of EBD. Based on the evidence provided by these studies, I venture to make the claim that SRSD is a highly effective writing intervention for students with EBD across grade levels, writing genres, namely narrative, informative, and persuasive, and educational settings such as public schools, specialized private schools, and residential treatment facilities (RTFs).

The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders

1995 ◽  
Vol 20 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Rhonda J. Moore ◽  
Gwendolyn Cartledge ◽  
Kelly Heckaman
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
Skills Training ◽  
Training Model ◽  
Male Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Social Skill Instruction ◽  
And Behavior ◽  
Emotional Or Behavioral Disorders

Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.

Endrew F. v. Douglas County School District (2017): Implications for Educating Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (1) ◽  
pp. 53-62
Author(s):  
Mitchell L. Yell
Keyword(s):  
School District ◽  
Behavior Problems ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Academic Difficulties ◽  
Free Appropriate Public Education ◽  
Education Act ◽  
Definition Of ◽  
And Behavior ◽  
The Impact

In 2017, the Supreme Court ruled on a special education case Endrew F. v. Douglas County School District. In this important case, the High Court addressed the degree of educational benefit necessary for a school district to fulfill the requirements for a free appropriate public education (FAPE) under the Individuals With Disabilities Education Act (IDEA). The ruling was especially meaningful for the field of emotional and behavioral disorders, because the plaintiff in this case, Endrew F., exhibited serious academic difficulties and behavior problems. In this article, I first analyze the IDEA’s definition of FAPE and the importance of addressing students’ behavior problems in their individualized education programs (IEPs) to provide a FAPE. Second, I examine the U.S. Supreme Court’s ruling in the Endrew decision, specifically addressing the impact of the school district’s failure to address a student’s behaviors in his IEP. Third, I discuss the implications of the Endrew ruling for developing and implementing IEPs for students with serious behavior problems. I end by advocating for changes in the upcoming reauthorization of the IDEA to bring the law into conformity with the spirit and letter of this important ruling.

Improving Persuasive Science Writing for Secondary Students With Emotional and Behavioral Disorders Educated in Residential Treatment Facilities

2018 ◽  
Vol 44 (4) ◽  
pp. 227-240 ◽  
Author(s):  
Justin D. Garwood ◽  
Margaret G. Werts ◽  
Linda H. Mason ◽  
Bronwyn Harris ◽  
Morgan B. Austin ◽  
...  
Keyword(s):  
Residential Treatment ◽  
Secondary Students ◽  
Behavioral Disorders ◽  
Complex Trauma ◽  
Emotional And Behavioral Disorders ◽  
Persuasive Writing ◽  
Science Writing ◽  
Strategy Development ◽  
Academic Skill ◽  
Treatment Facilities

Many students who have experienced complex trauma receive special education services related to emotional and behavioral disorders at residential treatment facilities (RTFs) as they undergo therapy. One academic skill in which students with emotional and behavioral disorders often struggle is writing. The current multi-probe, multiple-baseline, across-groups-of-students study involved a science teacher in an RTF delivering whole-class persuasive writing instruction using the self-regulated strategy development model with 11 secondary students experiencing complex trauma. Results suggested large effects for persuasive parts (overall Tau- U = .97), word count (overall Tau- U = .96), and holistic quality (overall Tau- U = .97), as well as high social validity among participants. Implications for providing instruction to students in RTF settings and future directions for this population are included.

scholarly journals The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners

2021 ◽  
Vol 10 (5) ◽  
pp. 63
Author(s):  
Ioanna K. Tsiriotakis ◽  
Valia Spiliotopoulos ◽  
Matthias Grünke ◽  
Costas Kokolakis
Keyword(s):  
Self Regulation ◽  
Cognitive Apprenticeship ◽  
Strategy Development ◽  
Control Group ◽  
Word Choice ◽  
Traditional Curriculum ◽  
Self Monitoring ◽  
Quasi Experimental ◽  
Apprenticeship Model ◽  
Argumentative Essays

In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedures to apply self-regulation (goal setting, self-monitoring, self- reinforcement, and self-instructions), and on establishing additional skills (vocabulary, grammar-drill instruction, good word choice, interesting openings etc.). The control group (N=100) was supported through a traditional curriculum in writing (focusing on spelling and grammar). Findings of the study showed that strategy instructed students wrote argumentative essays that were schematically stronger, qualitatively better, and longer than those produced by their counterparts in the control group.

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