Bibliographic Details
| Title: |
Intensification and Individualization of Self-Regulation Components within Self-Regulated Strategy Development |
| Language: |
English |
| Authors: |
Sanders, Sara (ORCID 0000-0001-5682-5990), Rollins, Lauren Hart, Mason, Linda H., Shaw, Ashley, Jolivette, Kristine |
| Source: |
Intervention in School and Clinic. Jan 2021 56(3):131-140. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles
Reports - Descriptive |
| Descriptors: |
Learning Strategies, Direct Instruction, Individualized Instruction, Students with Disabilities, Behavior Disorders, Emotional Disturbances, Teaching Methods, Goal Orientation, Self Management |
| DOI: |
10.1177/1053451220941414 |
| ISSN: |
1053-4512 |
| Abstract: |
Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1280160 |
| Database: |
ERIC |
