Intensive Intervention Practice Guide: Teaching Self-Regulation Skills to Students with Disabilities (K-12)

Autor/inn/en	Hart, Elizabeth J.; Doyle, Lilian; Cantero, Chloe; Garrington, Faith O.
Institution	Office of Special Education Programs (OSEP) (ED/OSERS); National Center for Leadership in Intensive Intervention (NCLII)
Titel	Intensive Intervention Practice Guide: Teaching Self-Regulation Skills to Students with Disabilities (K-12)
Quelle	(2022), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Self Control; Skill Development; Students with Disabilities; Elementary Secondary Education; Emotional Development; Student Behavior; Emotional Response; Family Role; Intervention; Cultural Influences; Behavioral Science Research; Social Emotional Learning; Curriculum; Program Effectiveness; Age Differences; Program Evaluation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Selbstbeherrschung; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsbildung; Student behaviour; Schülerverhalten; Emotionales Verhalten; Cultural influence; Kultureinfluss; Curricula; Lehrplan; Rahmenplan; Age; Difference; Age difference; Altersunterschied; Programme evaluation; Programmevaluation
Abstract	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. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01