Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

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.

Interactive Model of Executive Functions to Understand Error Correction

“…The role of cognitive and behavioral regulation using internal language allows subjects to keep the governing rules of their behavior in mind, allowing them to guide each of the actions they perform, which is critical when correcting an error [42]. If the subjects do not have the linguistic content that describes the problem-solving steps, they will make the mistake again [43,44]. The regulation of the limbic system allows for the conscious control of the emotional response to situations faced by individuals in their daily lives.…”

Improving the Reading Comprehension Skills of Systems‐Involved Youth: A Preliminary Investigation of an Underserved Population

“…Additionally, one of the strengths of SRSD is how it supports students’ metacognitive skills and learning behaviors (Harris & Graham, 1999), thus potentially addressing the inefficient learning behaviors (e.g., noncompliance with academic tasks, engagement in inappropriate behaviors to avoid an academic task) that many systems‐involved youth have developed, and have had reinforced, in response to academic tasks such as reading (Ennis et al., 2012). Through the self‐regulation components, SRSD begins to address negative attitudes, beliefs, and motivation held by youth related to reading, while also providing the direct instruction, scaffolded practice, and teaching to mastery to support skill acquisition by systems‐involved youth with and at‐risk for disabilities (e.g., Sanders et al., 2021; Ennis & Jolivette, 2014).…”

How to “TRAP” Information: A Reading Comprehension Strategy for Students With Emotional and Behavioral Disorders

“…Many students with EBD have developed inefficient learning behaviors (e.g., use of inappropriate behavior to avoid a situation or task, noncompliance with academic requests) and have deficits in self-regulation skills (Mastropieri & Scruggs, 2014), requiring instruction on how to use self-regulation skills to plan, execute, adapt, and complete academic tasks (Smith et al., 2015). SRSD also provides explicit instruction on how to integrate self-regulation skills into the learning process within the stages and allows for the opportunity for any of the self-regulation skills to be intensified for students who need additional supports (Sanders et al., 2021). The structure of SRSD also supports the learning needs of students with and at risk for EBD (Ennis & Jolivette, 2014).…”

“…SRSD supports students in becoming more independent, self-regulated learners while also effectively teaching an academic skill, such as reading, making it an ideal instructional approach for use in restrictive settings. Teachers in more restrictive settings should consider the following when implementing: (a) Students in restrictive settings often have severe gaps in background knowledge, necessitating additional review or preteaching of science and social studies topics (Fang, 2006); (b) students often benefit from intensification of the self-regulation components (Sanders et al., 2021); and (c) students frequently require additional supports and practice to master the strategy and generalize the skill to other classes or subjects.…”