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Developing a School-Based Multitiered Model for Self-Regulation

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Title: Developing a School-Based Multitiered Model for Self-Regulation
Language: English
Authors: Webb, M. Brady, Johnson, Evelyn S., Meek, Julie, Herzog, Brooke, Clohessy, Anne B.
Source: Intervention in School and Clinic. May 2018 53(5):300-307.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Self Management, At Risk Students, Skill Development, Systems Development, Evidence Based Practice, Models, Intervention, Program Development
DOI: 10.1177/1053451217736862
ISSN: 1053-4512
Abstract: Self-regulation is the control mechanism that enables a student to manage attention, emotion, behavior, and cognition to engage in goal-directed actions, such as learning. Too often, students at risk for poor school outcomes do not enter school with strongly developed self-regulation skills and have difficulty developing them on their own. Self-regulation skills can be taught and are especially effective when introduced within the school setting. This article describes a school-based model for fostering self-regulation.
Abstractor: As Provided
Number of References: 32
Entry Date: 2018
Accession Number: EJ1176818
Database: ERIC
FullText Text:
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Self-regulation is the control mechanism that enables a student to manage attention, emotion, behavior, and cognition to engage in goal-directed actions, such as learning. Too often, students at risk for poor school outcomes do not enter school with strongly developed self-regulation skills and have difficulty developing them on their own. Self-regulation skills can be taught and are especially effective when introduced within the school setting. This article describes a school-based model for fostering self-regulation.
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  Data: 2018
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      – TitleFull: Developing a School-Based Multitiered Model for Self-Regulation
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