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

被引：3

作者：

Moohr, Michele L. ^{[1
]}

Balint-Langel, Kinga ^{[2
]}

Taylor, Jonte C. ^{[3
]}

Rizzo, Karen L. ^{[4
]}

机构：

[1] Shawnee State Univ, 945 Fourth St, Portsmouth, OH 45662, England

[2] Univ Minnesota Duluth, Duluth, MN USA

[3] Penn State Univ, University Pk, TX 16802 USA

[4] St Martins Univ, Lacey, WA USA

来源：

BEYOND BEHAVIOR | 2021年 / 30卷 / 02期

关键词：

self-regulation; efficacy; effectiveness; strategies; instruction of EBD; EFFICACY; INTERVENTIONS; OUTCOMES;

D O I：

10.1177/10742956211020666

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：85 / 96

页数：12

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