Existing Research and Future Directions for Self-Regulated Strategy Development with Students with and at Risk for Emotional and Behavioral Disorders

Autor/inn/en	Ennis, Robin Parks; Jolivette, Kristine
Titel	Existing Research and Future Directions for Self-Regulated Strategy Development with Students with and at Risk for Emotional and Behavioral Disorders
Quelle	In: Journal of Special Education, 48 (2014) 1, S.32-45 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912454682
Schlagwörter	At Risk Students; Emotional Disturbances; Behavior Disorders; Self Control; Intervention; Writing Skills; Writing Instruction; Disabilities; Federal Legislation; Educational Legislation; Self Management; Writing Strategies; Prior Learning; Discussion (Teaching Technique); Models; Memorization; Positive Reinforcement; Teaching Methods; Program Effectiveness; Writing Research; Predictor Variables; Effect Size; Literature Reviews; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Gefühlsstörung; Selbstbeherrschung; Writing skill; Schreibfertigkeit; Schreibunterricht; Handicap; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Selbstmanagement; Schreibtechnik; Vorkenntnisse; Analogiemodell; Gedächtnistraining; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibforschung; Prädiktor
Abstract	Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school. However, there are few research studies investigating what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at risk for E/BD is self-regulated strategy development (SRSD). SRSD is a six-stage explicit strategy instruction model that includes procedures for goal setting, self-monitoring, self-instruction, and self-reinforcement and can be generalized to a variety of writing tasks. This article summarizes the existing literature using SRSD with students with and at risk for E/BD, including 3 group design and 11 single-subject studies. Future directions for the field are outlined, including using teachers as interventionists, examining behavioral dependent variables, and conducting investigations within three-tiered models of positive behavioral interventions and supports. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10