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

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 included 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 relations 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.

Attention Improvement through Play Puzzle Therapy to Promote Self-Regulation in Children with Attention Deficit Hyperactivity Disorder (ADHD)

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How Mindfulness Strategies Can Support Social and Emotional Learning Skill Development for Elementary Grade Students With Emotional and Behavioral Disorders

“…Teachers could meet with students individually and help them set personal goals and teach them how to self-monitor their performance. Estrapala et al (2021) reported that goal-setting is a socially-valid intervention for students with EBD.…”

Putting the “Self” in Self-Regulation: Strategies for Incorporating Student Voice in Self-Regulation Interventions for Internalizing Behaviors

“…However, most behavioral self-regulation interventions tend to be adult rather than self-directed (Estrapala et al, 2021), which limits the opportunities for students to practice informed decision-making, problem-solving, and self-advocacy (Korinek, 2015). Including students with internalizing behaviors in intervention decisions is important because teachers and other interventionists are unaware of (a) environmental triggers that might exacerbate certain behaviors and (b) unobservable internalizing thoughts and emotions that possibly contribute to problem behaviors.…”

“…“Most behavioral self-regulation interventions tend to be adult rather than self-directed (Estrapala et al, 2021), which limits the opportunities for students to practice informed decision-making, problem-solving, and self-advocacy (Korinek, 2015). …”

“…In the classroom, teachers might recognize internalizing behaviors like difficulty sustaining attention, low motivation, frequent complaints of stomachaches or headaches, sleepiness, fatigue, or excessive worry and fear of failure (McIntosh et al, 2014; Poppen et al, 2016). Fortunately, interventions that emphasize developing strong self-determined behavior can improve student outcomes (Shogren et al, 2017), including those with internalizing behaviors (Hagler et al, 2016; Estrapala et al, 2021).…”