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Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
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Related Experiment Video

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes.

Garrett J Roberts1, Michael Solis2, Becky Chance1

  • 1Department of Teaching and Learning Sciences, University of Denver, Denver, CO.

Teaching Exceptional Children
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Summary

This study explores integrating self-regulation strategies into reading interventions for elementary students. The goal is to improve both reading skills and classroom behavior, addressing common challenges in small-group settings.

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Area of Science:

  • Educational Psychology
  • Special Education
  • Applied Behavior Analysis

Background:

  • Fifth-grade students in intensive reading interventions exhibited insufficient reading gains.
  • Problem behaviors, such as off-task conduct and disruptions, were observed during reading instruction.
  • A strong link exists between reading proficiency and student behavior.

Purpose of the Study:

  • To investigate the efficacy of self-regulation strategies in improving reading skills.
  • To determine how self-regulation strategies can enhance student behavior during reading interventions.
  • To inform the development of integrated reading and behavior support for struggling learners.

Main Methods:

  • Literature review on available self-regulation strategies.
  • Collaboration between reading and behavior specialists.
  • Focus on intensive small-group reading interventions.

Main Results:

  • Self-regulation strategies show potential for improving reading outcomes.
  • Incorporating self-regulation can increase appropriate behaviors during instruction.
  • Research is needed to identify specific strategies for dual support.

Conclusions:

  • Self-regulation is a key factor in addressing both reading and behavioral challenges.
  • Collaborative, integrated interventions are promising for student success.
  • Further research is required to develop and validate specific self-regulation techniques for this population.