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

Michele L. Moohr, Kinga Balint-Langel, Jonté C. Taylor, Karen L. Rizzo

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)85-96
Number of pages12
JournalBeyond Behavior
Volume30
Issue number2
DOIs
StatePublished - Jun 18 2021

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2021.

Keywords

  • efficacy/effectiveness
  • instruction of EBD
  • self-regulation
  • strategies

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