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

• Published in: The Journal of special education Vol. 48; no. 1; pp. 32 - 45
• Main Authors: Ennis, Robin Parks, Jolivette, Kristine
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.05.2014; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: At risk; At Risk Students; Behavior Disorders; Disabilities; Discussion (Teaching Technique); Educational Legislation; Effect Size; Emotional disorders; Emotional Disturbances; Emotional-Behavioural problems; Emotionally disturbed students; Federal Legislation; Goal setting; Intervention; Investigation; Literature Reviews; Memorization; No Child Left Behind Act 2001; Population; Positive Reinforcement; Predictor Variables; Prior Learning; Program Effectiveness; Reinforcement; Risk; Schools; Self Control; Self instruction; Self Management; Self regulation; Selfmonitoring; Selfregulation; Special education; Students; Success; Teachers; Teaching Methods; Woodcock Johnson Tests of Achievement; Writing; Writing Instruction; Writing Research; Writing Skills; Writing Strategies; self-regulated strategy development; emotional and behavioral disorders; E/BD; SRSD; academic strategies; writing
• ISSN: 0022-4669; 1538-4764
• DOI: 10.1177/0022466912454682

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.