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ERIC Number: ED628157
Record Type: Non-Journal
Publication Date: 2022
Pages: 20
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Intensive Intervention Practice Guide: Teaching Self-Regulation Skills to Students with Disabilities (K-12)
Hart, Elizabeth J.; Doyle, Lilian; Cantero, Chloe; Garrington, Faith O.
Office of Special Education Programs, US Department of Education
Self-regulation is a set of abilities and skills that allow an individual to adjust their emotions, behaviors, and cognitions to meet demands. These sets of skills are obtained over an individual's lifespan, but the acquisition of these skills is highly regarded in early childhood and is a predictor of academic achievement. Students use self-regulation through several methods to monitor, manage, and assess both their behavior and academic achievement. Self-regulation is a large psychological umbrella that includes a wide range of strategies, skills, and cognitive processes appropriate for all ages and abilities. Broadly, this practice guide addresses emotional and behavioral self-regulation development in students within the context of family systems and examines the contribution of cultural influences. Additionally, evidence supports teaching these skills together rather than as independent domains.
Office of Special Education Programs, US Department of Education. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 202-245-7459; Web site: https://www.ed.gov/category/keyword/office-special-education-programs-osep
Publication Type: Guides - Classroom - Teacher
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: Office of Special Education Programs (OSEP) (ED/OSERS); National Center for Leadership in Intensive Intervention (NCLII)
Grant or Contract Numbers: H325H190003