Open AccessThe Effects of Self-Regulated Strategy Development on Students with Emotional/Behavioral Disorders: A Literature Review
Author(s) -
Danika Lang
Publication year - 2021
Publication title -
the nebraska educator
Language(s) - English
Resource type - Journals
ISSN - 2375-6853
DOI - 10.32873/unl.dc.ne024
Subject(s) - psychology , emotional and behavioral disorders , intervention (counseling) , feeling , narrative , response to intervention , applied psychology , mathematics education , medical education , developmental psychology , social psychology , medicine , dyslexia , linguistics , philosophy , reading (process) , psychiatry , political science , law
Students identified with or at risk for emotional/behavioral disorders (EBD) face a number of challenges, both academic and behavioral (Trout et al., 2003). Individuals in this disability category especially struggle due to their challenges with self-regulation skills. These difficulties make it strenuous for students with EBD to regulate their thoughts, feelings, actions, and environments that may serve as distractions when attempting to attend to key learning tasks, including written expression. Self-regulated strategy development (SRSD) is a general framework of intervention designed to guide students through the complex process of writing while embedding necessary strategy instruction in self-monitoring, self-instruction, goal setting, and self-reinforcement (Harris & Graham, 1996). In this literature review, I examine ten studies of the efficacy of SRSD strategy instruction for students identified with or at risk of EBD. Based on the evidence provided by these studies, I venture to make the claim that SRSD is a highly effective writing intervention for students with EBD across grade levels, writing genres, namely narrative, informative, and persuasive, and educational settings such as public schools, specialized private schools, and residential treatment facilities (RTFs).