Existing Research and Future Directions for Self-Regulated Strategy Development With Students With and At Risk for Emotional and Behavioral Disorders

Academic Article

Abstract

  • Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school. However, there are few research studies investigating what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at risk for E/BD is self-regulated strategy development (SRSD). SRSD is a six-stage explicit strategy instruction model that includes procedures for goal setting, self-monitoring, self-instruction, and self-reinforcement and can be generalized to a variety of writing tasks. This article summarizes the existing literature using SRSD with students with and at risk for E/BD, including 3 group design and 11 single-subject studies. Future directions for the field are outlined, including using teachers as interventionists, examining behavioral dependent variables, and conducting investigations within three-tiered models of positive behavioral interventions and supports. © Hammill Institute on Disabilities 2012.
  • Authors

    Published In

    Digital Object Identifier (doi)

    Author List

  • Ennis RP; Jolivette K
  • Start Page

  • 32
  • End Page

  • 45
  • Volume

  • 48
  • Issue

  • 1