Self-regulated strategy development (SRSD) is an evidence-based intervention for use with student... more Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief synthesis of this body of SRSD research is presented, which represents SRSD implementation in individualized, small-group, and class-wide formats using group and single-case research design methodology. Lessons learned from this research are presented to inform both practitioners and researchers, including guidelines for overcoming the unique barriers to SRSD implementation that students with EBD in alternative education settings may present. Lessons learned include the need for (a) developing strategies for increasing students’ academic engagement, (b) further addressing behavioral and academic needs, (c) overcoming issues of truancy and trans...
1. an important goal in writing instruction for students who find learning challenging... is to h... more 1. an important goal in writing instruction for students who find learning challenging... is to help them incorporate additional self-regulatory procedures into their writing, so that they become more resourceful, reflective, and goal oriented/an obvious ...
... and researchers in learning and behavior, have subsumed the constructivist viewpoint into ...... more ... and researchers in learning and behavior, have subsumed the constructivist viewpoint into ... students are actively involved in the evaluation, modification, and construction of strategies. ... Teachers and students are constructing important new knowledge during strategy instruction. ...
... Multivariate and bivariate analyses of their responses showed that locus of control was relat... more ... Multivariate and bivariate analyses of their responses showed that locus of control was related to ... As hypothesized, teachers who felt that they were in control reported less stress in ... Goldbert (1978) reported: Absenteeism and medical costs due to alcoholism cost industry about ...
In an earlier study, cognitive modification (the combination of systematic desensitization and co... more In an earlier study, cognitive modification (the combination of systematic desensitization and cognitive restructuring) was found to reduce communication apprehension among elementary school children significantly, whereas informed teachers did not. The present study was designed to determine whether or not the reduction of CA was sustained after the CM treatment ended. Subjects were 103 fourth‐, fifth‐, and sixth‐grade students in a large midwestern city. A 2×3×3×3 factorial design with repeated measures on the last factor was used to analyze the data. The factors in the design were sex, grade level, treatment, and time of test. Post hoc analysis indicated that the CM treatment had lost its effect for the majority of students two months after treatment was terminated. The informed teachers had no effect on children's CA scores. Main effects for sex and grade level were not significant. Suggestions are made for future research concerned with sustaining the CM treatment effect.
Self-regulated strategy development (SRSD) is an evidence-based intervention for use with student... more Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief synthesis of this body of SRSD research is presented, which represents SRSD implementation in individualized, small-group, and class-wide formats using group and single-case research design methodology. Lessons learned from this research are presented to inform both practitioners and researchers, including guidelines for overcoming the unique barriers to SRSD implementation that students with EBD in alternative education settings may present. Lessons learned include the need for (a) developing strategies for increasing students’ academic engagement, (b) further addressing behavioral and academic needs, (c) overcoming issues of truancy and trans...
1. an important goal in writing instruction for students who find learning challenging... is to h... more 1. an important goal in writing instruction for students who find learning challenging... is to help them incorporate additional self-regulatory procedures into their writing, so that they become more resourceful, reflective, and goal oriented/an obvious ...
... and researchers in learning and behavior, have subsumed the constructivist viewpoint into ...... more ... and researchers in learning and behavior, have subsumed the constructivist viewpoint into ... students are actively involved in the evaluation, modification, and construction of strategies. ... Teachers and students are constructing important new knowledge during strategy instruction. ...
... Multivariate and bivariate analyses of their responses showed that locus of control was relat... more ... Multivariate and bivariate analyses of their responses showed that locus of control was related to ... As hypothesized, teachers who felt that they were in control reported less stress in ... Goldbert (1978) reported: Absenteeism and medical costs due to alcoholism cost industry about ...
In an earlier study, cognitive modification (the combination of systematic desensitization and co... more In an earlier study, cognitive modification (the combination of systematic desensitization and cognitive restructuring) was found to reduce communication apprehension among elementary school children significantly, whereas informed teachers did not. The present study was designed to determine whether or not the reduction of CA was sustained after the CM treatment ended. Subjects were 103 fourth‐, fifth‐, and sixth‐grade students in a large midwestern city. A 2×3×3×3 factorial design with repeated measures on the last factor was used to analyze the data. The factors in the design were sex, grade level, treatment, and time of test. Post hoc analysis indicated that the CM treatment had lost its effect for the majority of students two months after treatment was terminated. The informed teachers had no effect on children's CA scores. Main effects for sex and grade level were not significant. Suggestions are made for future research concerned with sustaining the CM treatment effect.
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