The research illustrated throughout this article supports the cycle of creating reading and behavior goals, monitoring of goals, and reflecting on goals to improve future goals. This article provides examples of how teachers of small-group reading interventions can incorporate these brief and targeted self-regulation interventions as part of academic interventions. The benefits of this include an opportunity to address a variety of behavioral and academic needs that often occur with students when providing intensive small-group interventions. As shown in the examples provided throughout the article, the use of self-regulation interventions is adaptable to support students obtaining various academic and behavioral goals that are commonly part of individualized education program (IEP) objectives. By applying the principles outlined in this article and by taking advantage of the examples provided, teachers can take the first steps in adding self-regulation interventions into reading interventions.