Developing a School-Based Multitiered Model for Self-Regulation. (May 2018)

• Record Type: Journal Article
• Authors: Webb, M. Brady; Johnson, Evelyn S.; Meek, Julie; Herzog, Brooke; Clohessy, Anne B.
• Is Part Of: Intervention in school and clinic. Volume 53:Number 5(2018:May)
• Page Start: 300
• Page End: 307
• Publication Date: 2018-05
• Subjects: self-regulation -- multitiered system of support; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451217736862
• Languages: English
• ISSNs: 1053-4512

Abstract

Self-regulation is the control mechanism that enables a student to manage attention, emotion, behavior, and cognition to engage in goal-directed actions, such as learning. Too often, students at risk for poor school outcomes do not enter school with strongly developed self-regulation skills and have difficulty developing them on their own. Self-regulation skills can be taught and are especially effective when introduced within the school setting. This article describes a school-based model for fostering self-regulation.