ABSTRACT
Many individuals with special needs will have comorbid difficulties across self-regulatory processes; therefore, they may require uniquely individualized interventions for self-regulation. A number of effective strategies can be taught to students with special needs to aid in their development of self-regulation for improving academic and behavioral outcomes. Major self-regulation strategies include: self-monitoring (also called self-assessment or self-recording), self-evaluation, self-instruction, goal setting, and self-reinforcement. Goals are an important aspect of self-regulation. Increasing on-task behavior is a natural focus for self-regulation interventions because attending to a task and maintaining effort are important prerequisites to academic success. Additionally, increasing on-task behavior can have beneficial effects on classroom climate and the teacher-child relationship. Self-monitoring has demonstrated effectiveness for increasing on-task behavior for children with LD, ADHD, ED, SLI, and ASD. Self-evaluation techniques have also demonstrated effectiveness for improving on-task behavior for individuals with ADHD.
