ABSTRACT
Self-regulation is critical for students’ academic, emotional, and behavioral achievement and is reliant on executive function (EF) skills, a set of neurocognitive attention-regulation processes that develop throughout childhood and adolescence. The purpose of this chapter is to highlight (a) what is currently known about the self-regulation and EF development of students with disabilities; (b) how these processes relate to academic and behavioral outcomes; (c) specific school and family factors that foster or inhibit the development of self-regulation and EF; and (d) how schools can contribute to improving student self-regulation skills. The chapter ends with implications for practice and future research on self-regulation and EF toward improving short- and long-term outcomes for students with high-incidence disabilities.
