The Effects of Self-Regulated Strategy Development on Students with Emotional/Behavioral Disorders: A Literature Review

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 self-regulation skills. These difficulties make it strenuous students EBD regulate thoughts, feelings, actions, environments that may serve as distractions when attempting attend key learning tasks, including written expression. Self-regulated strategy development (SRSD) is general framework intervention designed guide through the complex process writing while embedding necessary instruction self-monitoring, self-instruction, goal setting, self-reinforcement (Harris & Graham, 1996). In literature review, I examine ten studies efficacy SRSD EBD. Based on evidence provided by these studies, venture claim highly effective across grade levels, genres, namely narrative, informative, persuasive, educational settings such public schools, specialized private residential treatment facilities (RTFs).