Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students with Disabilities

Autor/inn/en	Estrapala, Sara; Bruhn, Allison Leigh; Rila, Ashley
Titel	Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students with Disabilities
Quelle	In: Journal of Emotional and Behavioral Disorders, 30 (2022) 3, S.171-184 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266211051404
Schlagwörter	High School Students; Students with Disabilities; Self Control; Self Management; Learner Engagement; Student Behavior; Emotional Disturbances; Behavior Disorders; Goal Orientation; Intervention; Program Effectiveness; Special Education + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Selbstbeherrschung; Selbstmanagement; Student behaviour; Schülerverhalten; Gefühlsstörung; Zielorientierung; Zielvorstellung; Special needs education; Sonderpädagogik; Sonderschulwesen
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 consisted of 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 relationships 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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01