At-risk students dealing with cognitive, physical, mental health, and environmental challenges often have poor self-regulatory skills. They may struggle with tasks such as planning, goal-setting, and monitoring their own thoughts and actions. This volume describes how teachers, healthcare professionals, and others who work with young people can provide support and helpful strategies to students challenged by problems ranging from ADHD to conduct disorders to language learning deficits to disadvantaged backgrounds. The contributors discuss and illustrate the key components of effective self-regulatory learning, with a particular focus on the central role of feedback loops. Featuring a wide range of nationally known experts who draw on the latest theory- and research-based interventions, the book provides compelling evidence that self-regulated learning interventions are effective and powerful. After a series foreword (Barry J. Zimmerman) and introduction (Timothy J. Cleary), the following chapters are presented: (1) Use of Self-Regulated Learning for Children With ADHD: Research and Practice Opportunities (Linda A. Reddy, Erik Newman, and Arielle Verdesco); (2) Self-Management Interventions to Reduce Disruptive Classroom Behavior (Amy M. Briesch and Jacquelyn M. Briesch); (3) Self-Regulated Learning Interventions for Motivationally Disengaged College Students (Christopher A. Wolters and Leah D. Hoops); (4) Success for Students With Learning Disabilities: What Does Self-Regulation Have To Do With It? (Deborah L. Butler and Leyton Schneller); (5) Supporting Self-Regulated Reading for English Language Learners in Middle Schools (Ana Taboada Barber and Melissa A. Gallagher); (6) Emotion Regulation Interventions for Youth With Anxiety Disorders (Cynthia Suveg, Molly Davis, and Anna Jones); (7) Emotion Regulation Interventions and Childhood Depression (Jill Ehrenreich-May, Sarah M. Kennedy, and Cara S. Remmes); (8) Self-Regulation-Based Interventions for Children and Adolescents With Asthma (Noreen M. Clark and Minal R. Patel); (9) Professional Development Contexts That Promote Self-Regulated Learning and Content Learning in Trainees (Erin E. Peters-Burton, Timothy J. Cleary, and Susan G. Forman); (10) Using Teacher Learning Teams as a Framework for Bridging Theory and Practice in Self-Regulated Learning (Nancy E. Perry, Charlotte A. Brenner, and Nicole MacPherson); (11) Contexts Supporting Self-Regulated Learning at School Transitions (Wendy S. Grolnick and Jacquelyn N. Raftery-Helmer); and (12) Learning Technologies as Supportive Contexts for Promoting College Student Self-Regulated Learning (Anastasia Kitsantas, Nada Dabbagh, Suzanne E. Hiller, and Brian Mandell). An index is included.