Students with both academic and behavioral risk factors can benefit from participation in self-regulated strategy development (SRSD) instruction. Educators can use systematic screening procedures as part of effective data-informed decision making for identifying students who could benefit from SRSD. In this manuscript we detail screening…

Division is an essential skill for math fluency and achievement in higher-order math skills. Using a partial quotients algorithm is one way to support a student's ability to develop both conceptual and computational knowledge of long division. We used the self-regulated strategy development (SRSD) framework to develop lesson plans and a mnemonic…

This article provides results from a study examining the impact of a self-regulated strategy development (SRSD) intervention on the fraction calculations of three Grade 5 male students with or at-risk for emotional or behavioral disorders using a multiple-baseline across students, single-case design. The teacher-led SRSD Fractions intervention…

In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be…

Group contingencies are effective classroom-based interventions that can be used to increase the academic engagement of students with disabilities. This article defines and outlines examples of dependent, independent, and interdependent group contingencies. In addition, tips for success, including making reinforcement accessible to students,…

Self-monitoring is a low-intensity strategy teachers can use to support instruction in classrooms across the grade span in various instructional settings and content areas. This study extended the knowledge base by examining the effectiveness of self-monitoring through a systematic replication with three students with specific learning…

Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…

This article explores the benefits of incorporating student self-graphing into various academic and behavioral tasks to enhance the effects of an intervention and to heighten student motivation. It offers examples to demonstrate how student self-graphing might be observed in a school setting. A list of considerations and tips to ensure successful…

The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high…

Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief…

Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school. However, there are few research studies investigating what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at risk for E/BD is…