Self-Regulation and Executive Function: The Foundation for Student Success

Michelle M. Cumming, Philip David Zelazo, Stephen W. Smith, Helen R. Flores

Research output: Chapter in Book/Report/Conference proceedingChapter

5 Scopus citations

Abstract

Self-regulation is critical for students' academic, emotional, and behavioral achievement and is reliant on executive function (EF) skills, a set of neurocognitive attention-regulation processes that develop throughout childhood and adolescence. The purpose of this chapter is to highlight (a) what is currently known about the self-regulation and EF development of students with disabilities; (b) how these processes relate to academic and behavioral outcomes; (c) specific school and family factors that foster or inhibit the development of self-regulation and EF; and (d) how schools can contribute to improving student self-regulation skills. The chapter ends with implications for practice and future research on self-regulation and EF toward improving short- and long-term outcomes for students with high-incidence disabilities.

Original languageEnglish (US)
Title of host publicationHandbook of Special Education Research, Volume I
Subtitle of host publicationTheory, Methods, and Developmental Processes
PublisherTaylor and Francis
Pages285-298
Number of pages14
ISBN (Electronic)9781000579826
ISBN (Print)9780367742676
DOIs
StatePublished - Jan 1 2022

Bibliographical note

Publisher Copyright:
© 2022 selection and editorial matter, Thomas W. Farmer, Elizabeth Talbott, Kristen McMaster, David Lee, Terese C. Aceves; individual chapters, the contributors.

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