NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022225
Record Type: Journal
Publication Date: 2014-May
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0022-4669
Existing Research and Future Directions for Self-Regulated Strategy Development with Students with and at Risk for Emotional and Behavioral Disorders
Ennis, Robin Parks; Jolivette, Kristine
Journal of Special Education, v48 n1 p32-45 May 2014
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.
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:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A