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 language | English (US) |
|---|---|
| Title of host publication | Handbook of Special Education Research, Volume I |
| Subtitle of host publication | Theory, Methods, and Developmental Processes |
| Publisher | Taylor and Francis |
| Pages | 285-298 |
| Number of pages | 14 |
| ISBN (Electronic) | 9781000579826 |
| ISBN (Print) | 9780367742676 |
| DOIs | |
| State | Published - 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.