Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders-Reference-Cited by-同舟云学术

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

Published:2021-06-18 Issue:2 Volume:30 Page:85-96
ISSN:1074-2956
Container-title:Beyond Behavior
language:en
Short-container-title:Beyond Behavior

Author:

Moohr Michele L.¹^ORCID,Balint-Langel Kinga²,Taylor Jonté C.³^ORCID,Rizzo Karen L.⁴

Affiliation:

1. Shawnee State University, Portsmouth, OH, USA

2. University of Minnesota-Duluth, Duluth, MN, USA

3. Pennsylvania State University, University Park, TX, USA

4. Saint Martin’s University, Lacey, WA, USA

Abstract

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.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/10742956211020666

Reference18 articles.

1. An Investigation of the Academic Processing Speed of Students with Emotional and Behavioral Disorders Served in Public School Settings

2. Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research

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