Journal article
Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities
Journal of emotional and behavioral disorders, Vol.30(3), pp.171-184
09/01/2022
DOI: 10.1177/10634266211051404
Abstract
High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies' goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample included three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relations were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.
Details
- Title: Subtitle
- Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities
- Creators
- Sara Estrapala - University of MissouriAllison Leigh Bruhn - University of IowaAshley Rila - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of emotional and behavioral disorders, Vol.30(3), pp.171-184
- DOI
- 10.1177/10634266211051404
- ISSN
- 1063-4266
- eISSN
- 1538-4799
- Publisher
- SAGE Publications
- Number of pages
- 14
- Grant note
- H325D130012-17 / U.S. Department of Education Office of Special Education Programs
- Language
- English
- Date published
- 09/01/2022
- Academic Unit
- Center for Social Science Innovation; Teaching and Learning
- Record Identifier
- 9984371291602771
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